2025 CONFERENCE SCHEDULE

Monday, April 7th

Check-In 4:00 – 5:00 PM
Cocktail Reception 5:00 - 6:30 PM
Networking Dinner 6:30 - 8:30 PM

Tuesday, April 8th

Networking Breakfast 8:30 – 9:30 AM

Smoothie Bar Sponsored by:

Opening Remarks 9:30-10:00 AM
Keynote Address - Dr. Caroline Robertson 10:00 – 11:30 AM
Coffee Break 11:30 – 11:45 AM
Networking Lunch 11:45 – 12:45 PM
Breakout Session I 1:00 – 2:15 PM
Break 2:15 – 2:30 PM
Breakout Session II 2:30 – 3:45 PM
Break 3:45 – 4:00 PM
Breakout Session III 4:00 – 5:15 PM
Networking Dinner 6:30 - 8:00 PM

Wednesday, april 9th

Networking Breakfast 7:30 – 9:00 AM
Breakout Session IV 9:00 - 10:15 AM
Break 10:15 - 10:30 AM
Breakout Session V 10:30 - 11:45 AM
Networking Lunch & Closing Remarks 11:45 - 1:00 PM
Tours Start 12:30 PM

Keynote Speaker

DR. CAROLINE ROBERTSON

Dr. Caroline Robertson is an Assistant Professor in the Department of Psychological and Brain Sciences at Dartmouth and the Director of the Dartmouth Autism Research Initiative (DARI).

Dr. Robertson has had a lifelong devotion to autism research, awareness, and service. At Dartmouth, her team seeks to better understand how people with autism see the world, and what neurodiversity looks like in the brain. In her community, Dr. Robertson is passionate about autism awareness and sensory-friendly community spaces. She helped to start SensoryUV in the Upper Valley of NH and VT.

Dr. Robertson received her BA from Columbia University in 2009 and her PhD from the University of Cambridge in 2013. At Cambridge, she was a Gates-Cambridge Scholar at the Cambridge Autism Research Centre, and an NIH-Cambridge Fellow at the National Institute of Mental Health. She performed her postdoctoral research in the McGovern Institute for Brain Research at MIT and at Harvard as a Junior Fellow in the Harvard Society of Fellows. Dr. Robertson has been named a fellow of the American Academy of Achievement (2014), a NARSAD Young Investigator of the Brain and Behavior Foundation (2015), and a Kavli Fellow of the National Academy of Sciences (2016). Dr. Robertson’s contributions to autism research have been covered in national news sites including: The Huffington Post, U.S. News and World Report, Mother Jones, the Harvard Gazette, and Spectrum.

Presentations

Autism: A View from Neuroscience

Dr. Caroline Robertson

Researcher Dr. Caroline Robertson will present the current neuroscientific understanding of autism. Dr. Robertson will present her ongoing and extensive research into how perception and memory are differentiated for individuals on the autism spectrum. Research indicates that individuals with autism spectrum conditions describe differences in both social cognition and sensory processing. This correlates with neuroscience research findings. Preliminary research indicates that sensory functions in individuals with genetic alterations associated with autism may be linked to these genetic alterations. Results include findings that perceptual load (e.g., motion, multi-sensory cues) specifically impacts social attention and, therefore, increases social vulnerability. This research can help clinicians better identify, understand, and help treat individuals with autism. These results mark a closer step toward understanding how individuals with autism navigate the rich, context-informed social world of day-to-day life.

Participants will be able to:

Discuss current neuroscientific research findings of autism and how these apply to clinical practice.
Explain three key research results that impact current treatment modalities.
Prepare treatment interventions based on the current neuroscientific understanding of autism.

The Dignity of Risk

Jared Stewart, M.Ed., BCBA, LBA

Utilizing research and self-advocacy articles, participants will assess when providing evidence-based clinical care to individuals with autism incorporates the individual’s therapeutic goals. This training examines whether the multitude of recommended services for children and adolescents with autism invites autonomy for the identified client. It is entirely understandable for parents and professionals to want to protect vulnerable individuals with neurodiversities such as autism. But that same urge to protect can sometimes go to extremes that end up disabling those individuals and robbing them of the opportunities and autonomy that could have led to more tremendous success and independence in adulthood. Join Jared Stewart, the Autistic BCBA, to gain valuable insight into balancing our responsibility to provide evidence-based clinical care with the universal right to make personal choices and (sometimes) to fail.

Participants will be able to:

Outline the role of risk and autonomy in “quality of life” for autistic clients.
Describe and contrast the concepts of Dignity of Risk with Duty to Care.
Identify critical considerations when balancing our Duty to Care with each individual’s Dignity of Risk to create person-centered, strengths-based, and autonomy-respective intervention approaches.

Treatment Implications when Autism and Additional Symptoms Mimic Narcissistic Personality Disorder

Joshua Altschule, Psy.D. & Eric Beaudoin, Psy.D.

This presentation takes a deeper look at clients presenting with an Autism diagnosis and additional symptoms that mimic criteria for Narcissistic Personality Disorder. These clients may specifically exhibit a lack of empathy and a sense of entitlement (APA 2022). They may also avoid and resist ordinary demands in a manner that causes clinically significant levels of impairment. These symptoms may include criteria listed under ADHD and Anxiety disorders (APA 2022). Often, however, the client does not meet full criteria for additional diagnosis. These symptoms have been colloquially identified as Pathological Demand Avoidance. This, however, is not a recognized diagnosis in the DSM-5-TR. This presentation will identify treatment implications for these clients, and will review similarities and differences to Narcissistic Personality Disorder.Describe common diagnostic criteria for Pathological Demand Avoidance.

Participants will be able to:

Review the additional symptoms beyond Autism criteria.
Compare and differentiate these symptoms from Narcissistic Personality Disorder criteria.
Identify the indicated interventions for clients with an Autism diagnosis that display these additional symptoms.

The Development of Meaningful Pedagogy for Students Diagnosed with ASD-3 Utilizing Collaborative Action Research

Dr. Caitlin Sweetapple

Curriculum and creative pedagogy have historically been limited for students diagnosed with ASD-3. Much of the research that exists on special education curriculum for autistic students is not designed specifically for the diverse communication and sensory characteristics exhibited by students with ASD-3. To combat this lack of research and resources, a group of special education

professionals in Westchester County, New York strove to develop a program consisting of meaningful pedagogy for students diagnosed with ASD-3. This curriculum has been titled “The Pillars Curriculum” based on the four pillars designated as imperative to developmental growth by the professionals on this project. These Pillars include Household Skills, Community Engagement, Social-Emotional Learning, and Passion-Based Learning. The following details the process involved in developing this curriculum, assessment, and the ongoing observations conducted to ensure its efficacy.

The special education teachers worked collaboratively with clinicians to develop assessment and curriculum for students utilizing evidence-based practices and novel educational practices and design. The co-creation of the assessment and curriculum was directly linked to measure skill development over the course of the school year in four main “Pillars”. Both the assessment (Founders Pillar Assessment) and curriculum (Founders Pillar Curriculum) are novel to fill the gap in the existing body of literature on curriculum/assessment for students diagnosed with ASD-3 and tailored to the individual needs of students. In this presentation, we will describe how clinicians can work collaboratively with teachers in therapeutic schools to develop curriculum for students diagnosed with ASD-3 and assist with implementation. Additionally, the presenter will outline the importance of teaching interdependence and engaging students in passions to promote development and learning.

Participants will be able to:

Identify curriculum characteristics that must be adapted/modified for students diagnosed with ASD-3.
Recognize the four pillars of curriculum for students diagnosed with ASD-3 (Household Skills, Community Engagement, Social-Emotional Learning, Passion Based Learning.
Collaboratively design curricula to teach interdependence to students diagnosed with ASD-3 with teachers and counselors.
Differentiate how to engage students diagnosed with ASD-3 in their passions through learning.

From Autism Awareness to Acceptance: Implementing Neurodivergent Affirming Practices in Treatment and Programming

Dr. Ingrid Boveda

The approach to working with autistic individuals has historically involved teaching and reinforcing neurotypical social and emotional skills, with “success” defined as how similar to neurotypical or “normal” the person can appear. This paradigm has unintentionally centered the autistic person as the problem that has to be fixed, and forced them to mask, at great personal cost. Very little attention has been paid to understanding some of the difficulties and struggles of the autism community as stemming from systems that are ill-designed for their social communication style and needs. Additionally, programs and providers who describe themselves as experienced in working with neurodivergent clients have unfortunately found themselves without any guiding principles or practice guidelines designed for this population, which contributes to poor outcomes. Fortunately, we have seen a shift over the last several years toward listening to and understanding the lived experience and needs of the autism community, leading to greater understanding, compassion, and a shift in the existing paradigm. This presentation is intended to contribute to this paradigm shift by outlining, using research as well as the lived experience contributions of this community, on the needs of autistic individuals, particularly within a treatment environment. The audience can expect to recognize the lived experience of this population (rather than just how they present diagnostically), summarize the ways in which we have (inadvertently) contributed to their masking and ongoing struggles, and explain the most current neurodivergent affirming practices (as informed by the neurodivergent community and recent research) and how to implement them in therapy and programming.

Participants will be able to:

Outline and implement therapeutic practices for clients on the autism spectrum that are informed by the lived experience of these clients and current research.
Begin redesigning therapeutic programming across departments (residential, academic) that is aligned with these therapeutic practices to best support clients on the autism spectrum.
Critique therapeutic practices for clients on the autism spectrum that are centered on behaving as a neurotypical individual.

Autism AND…. Best Practices for Adapting Treatment for Individuals on the Spectrum with Co-Occurring Disorders

Dr. Alison LaFollette, Dr. Lisa Cheyette, & Mike Sullivan, LPC

Presenters will outline the most common co-occurring psychiatric disorders found in conjunction with autism spectrum disorder diagnoses. It is estimated that among youth with ASD, 70-72% have at least one co-occurring psychiatric disorder. The presentation will focus on diagnostic challenges and treatment recommendations. Presenters will share evidence based practices and adapted treatment approaches found in peer reviewed literature. Presenters will discuss how to provide holistic support to families and individuals on the spectrum using the breadth of their professional experiences as a consultant, testing psychologist, and clinical director.

Participants will be able to:

Identify the importance of collaboration among professionals in providing holistic support for individuals with autism and co-occurring mental health disorder.
Recognize common mental health disorders that often co-occur with autism, such as anxiety disorders, depression, and ADHD.
Analyze the unique challenges involved in assessing and diagnosing mental health disorders in individuals with autism.
Apply evidence-based interventions for addressing co-occurring mental health disorders in individuals with autism.
Discuss impact of co-occurring mental health disorders on individuals with autism and their families, including challenges and areas of support.

Improve Relationships with the Ring of a Bell: Using Behavior Modification Techniques Within a Relational Framework

Ryan Bachrach, LCSW & Dr. Carlyn Daubs

Behaviorism postulates that all behaviors are either reflexive or learned through one’s interactions with their environment. Classical conditioning is a stimulus-stimulus pairing that elicits a response; it is reflexive. Operant conditioning, on the other hand, looks at behavior and consequences and, when used appropriately, consistently, and with conviction, can affect behavior by increasing or decreasing the likelihood that it will occur. As this relates to therapy, it suggests, importantly, that behaviors are learned and, more importantly, that behaviors can be changed. We will explain how to utilize behavior principles, which when learned and understood, can be simple in their implementation and can help shape/teach behavior, both at home and in a treatment setting. Additionally, we will explore how to adopt and maintain a relational approach while utilizing these principles.

Participants will be able to:

Differentiate behavior terms and principles, including important distinctions between “reinforcement,” “consequence,” “reward,” and “punishment.”
Create strategies for utilizing behavior principles in order to encourage a desired behavior at home and/or in a treatment setting, including how to make reinforcement less transactional and more relational.
Describe how utilizing behavioral principles, particularly when done in a relational way, can be an effective form of treatment for autism spectrum disorder.

"My Child is Definitely Not on the Spectrum!": Working with Parents' Stories

Will White, DA, LCSW, MLADC, John Conway, LCSW, & Sharon McCallie-Steller

This panel presentation will delve into the challenging yet transformative journey that parents often face when coming to terms with their child’s autism diagnosis. It will focus on the use of narrative therapy as a powerful tool for assisting parents in reevaluating their perceptions and narratives about their child’s autism.The session will open by exploring the initial reactions many parents experience upon receiving an autism diagnosis for their child. Commonly, these reactions are influenced by societal stereotypes, misconceptions about autism, and personal expectations about child development. This phase often includes denial, grief, and a grappling with the narrative of “My child is definitely not on the spectrum.”

We will then shift to discussing how narrative therapy can be employed to work constructively with these parental narratives. Narrative therapy is a respectful, non-blaming approach to counseling and community work, which centers people as the experts in their own lives. It views problems as separate from people and assumes people have many skills, competencies, beliefs, values, commitments, and abilities that will assist them to reduce the influence of problems in their lives. In this context, the therapy focuses on identifying the stories that parents have developed over time about what an autism diagnosis means. By dissecting these stories, parents can be guided to see how these narratives might be influencing their behavior and expectations towards their child. The therapy helps in re-authoring these stories in a way that is more accepting and supportive of their child’s unique needs and abilities.

The presentation will include case studies and interactive sessions where attendees will be given the opportunity to see how narrative therapy can be applied in real-life scenarios. These examples will demonstrate how changing the narrative can not only improve the parent-child relationship but also positively impact the child’s development and self-esteem. Finally, we will discuss strategies for therapists and educators on how to effectively engage with parents who are struggling with accepting their child’s autism diagnosis, and how to support them in this journey of acceptance and understanding.

Participants will be able to:

Parental Narratives: Identify the common narratives and initial reactions of parents to an autism diagnosis, and the impact of these narratives on both parents and children.
Principles of Narrative Therapy: Outline the fundamentals of narrative therapy, its relevance in the context of autism, and how it can be used to help parents reframe their understanding and expectations.
Application of Narrative Therapy: Prepare practical strategies and tools for applying narrative therapy with parents, including case studies and interactive sessions for a hands-on understanding.
Support Strategies for Parents and Children: Demonstrate effective ways to support parents in their journey towards acceptance and understanding of their child’s autism, and how this support can positively impact the child’s development and well-being.

If the Opposite of Addiction is Connection, What Happens When an Individual Connects Differently?

Justin Messinger, LCMHC & Bob Hennen, LCMHC, LCAS

Milieu focused treatment settings often center upon the concept of community and group-based therapeutic engagement. Belonging to a community of others with shared experience is believed to enrich a person’s sense of connection. What happens when an individual connects differently?

Providing clinical care for autistic individuals in a treatment setting requires professionals to consider 1) the unique differences of the individual and 2) how individual differences may impact the therapeutic benefit of group-centered approaches. Recent studies suggest that up to 36% of autistic individuals may have co-occurring issues with substance use. Many commonly utilized interventions for substance use disorder may be unsuitable for autistic individuals and research on this topic is limited. There is a need to explore ways in which an individual’s differences may impact engagement and responsiveness to common approaches in SUD treatment.

Presenters will discuss common clinical biases and perceptions related to substance use and treatment for autistic individuals. Presenters will use case study reviews and experiential exercises that creatively modify traditional treatment approaches. This presentation will increase awareness and highlight the need for inclusion in treatment modalities of people with an autism diagnosis who connect differently.

Participants will be able to:

Recognize the prevalence rate of autistic individuals struggling with substance use disorder.
Identify the many ways in which autistic individuals interact with substance use.
Describe the limitations of applying common approaches for the treatment of substance use disorder when working with autistic individuals.
Develop creativity and flexibility in therapeutic interventions for this population.

Exploration of Special Interests and How They Shaped My Life

Andrew Arboe

Andrew is an autistic self-advocate with over five years of professional experience helping autistic individuals be empowered in their lives by sharing his experiences in public speaking and freelancing work with organizations. In this presentation, he will describe special interests for people with autism and how clinicans can collaborate with clients with autism to utilize these intensive hobbies to increase access to jobs, education, and social interaction. Special interests were viewed as negative until the last decade when more people spoke about its potential. Andrew will review how he worked with clinicians and others to increase his acceptance of his special interests and how he uses them for his professional and social life. Andrew will discuss common roadblocks and lessons that he and other autistic individuals he has worked with have experienced.

Participants will be able to:

Identify the importance of exploring and encouraging the special interests of their clients with autism.
Recognize how special interests can create a pathway in both social, work, and educational settings.

Autism and Mood Disorders: Understanding Alexithymia

Dr. Anna Edwards & Jana Eilermann, LCMHC

People with autism often face higher rates of mood problems than the general population. This can lead to a lower quality of life, more challenges for caregivers, and an increased risk of suicide among autistic individuals. Although some factors contributing to mood problems in autism are similar to those in the general population, Autistic individuals face additional challenges specific to their condition. Alexithymia (i.e., having “no words for emotions”) is a term that is used to describe difficulty in identifying and describing one’s emotions and a focus on external versus internal experiences. Not all Autistic individuals have alexithymia; however, those who do may be at increased risk for co-occurring mood disorders. Recent research suggests that emotional face recognition challenges may be more related to alexithymia than to core autism symptoms. In other words, alexithymia may be an independent characteristic that contributes to emotional difficulties for some people with autism. There is also emerging evidence from brain imaging studies that show that autism and alexithymia affect different brain networks related to social and emotional processes. Genetic and environmental factors also play a significant role in the development of mood disorders for Autistic people.

Studies show that family members of individuals with mood disorders and ASD experience higher rates of mood disorders than in the general population. Further, Autistic individuals are more vulnerable to chronic stress, with higher frequencies of bullying, social rejection, difficulties in self-advocacy, sensory stress during everyday tasks, and exposure to adverse life events like abuse. In turn, chronic stress (or “allostatic load”) is associated with disruptions to neurobiological systems that are trans generationally implicated in Autistic individuals’ mental health. These gene-environment interactions present considerable risk for Autistic individuals who experience more chronic stress and have more difficulty responding to and regulating stress. Emerging research is examining differences in the brain’s resting state (e.g., excessive production of information in the absence of relevant stimuli, more frequent rumination) for Autistic individuals, which contributes to higher levels of fatigue and more heightened exposure to negative thought processes. Assessment tools have been developed for the identification and assessment of Alexithymia. Having a better understanding of whether our Autistic clients are experiencing alexithymia may help us to more effectively tailor interventions for Autistic individuals with mood disorders. Case studies and assessment tools will be integrated. In comparison with a strong emerging body of research for effective intervention for anxiety in Autistic individuals, current therapeutic approaches to effectively treat mood problems for Autistic individuals is more limited. Current models are based largely on the general population. However, research is emerging on how to modify traditional therapies to better meet the needs of Autistic individuals. Further, new and innovative programs show promising data for decreasing depression symptom severity in adolescents with autism and will be presented. By attending this presentation, participants will gain a comprehensive understanding of the intersection between Alexithymia, ASD, and mood problems. They will be able to recognize unique risk factors for depression in Autistic individuals, learn practical modifications for intervention, and be informed about the latest research-based approaches in addressing depression in this specific population.

Participants will be able to:

Recognize Alexithymia, its connection to autism, and how this relates to the development of mood disorders and challenges in emotional regulation
Describe how Alexithymia affects different brain networks related to social and emotional processes.
Explore new test instruments for assessing and understanding Alexithymia.
Describe research-based interventions and modifications to tailor therapeutic interventions for Autistic individuals with mood disorders

Seeing Through the Mask

Allison Jenkins, LCSW & Dr. Tracine Smoot

Females are often better at “masking” symptoms of autism, which leads to females in treatment programs being misdiagnosed as having borderline personality disorder, bipolar disorder, obsessive-compulsive disorder, social anxiety, and so on. This is especially problematic in treatment programs, where getting the right diagnosis early on is critical for effective treatment. With a misdiagnosis, adolescent females will not receive the correct treatment to assist in growth and understanding for the family system as well as the child.

Females with autism sometimes use “care-taking” and “going along to get along” as ways to connect with others, which can “mask” the underlying autism. On the other hand, females who struggle with rigidity and behavioral dysregulation (as is common with autism) can be viewed as attention-seeking, manipulative, or dramatic rather than as lacking the skills to be flexible and to connect with others in healthier ways. Certainly, these traits can present in anyone with autism, but they are more common in females with autism, and, we may perceive these traits differently in females than we do in others. In this presentation, we will discuss and illustrate with case studies: -Understanding autism from a neurodivergent perspective; -How autism can present differently in females and how it is missed by even the most seasoned practitioners; -How to approach the subject of testing for ASD with parents who do not see the symptoms or understand what the behaviors cause is, or are in denial that their child has Autism; -When to refer for an autism assessment and what to expect; -How to share an autism diagnosis with parents and students from a neurodivergent, strengths-based perspective; -A note about Pathological Demand Avoidance (PDA) and Rejection Sensitivity Dysphoria (RSD), which are current buzzwords.

Participants will be able to:

Recognize how adolescent females present with ASD differently.
Identify how to gather information as a provider who may only see the client one hour weekly.
Describe how to recognize a top-quality psychological evaluation for autism spectrum disorder.
Outline ways an autism diagnosis can be shared from a neurodivergent, strengths-based perspective.
Explain what PDA and RSD are.

Unveiling the Complexities of ADHD: The Truth of ADHD and the Reasons Why ADHD Should Be Part of the Neurodivergent Conversation

Dr. Jack Hinman & Dr. Ingrid Boveda

In the landscape of neurodivergence, Attention-Deficit/Hyperactivity Disorder (ADHD) stands as a complex syndrome that transcends traditional understanding. Beyond the common stereotypes of hyperactivity, impulsivity, and attention challenges, lies a deeper truth – a truth that demands a shift in how we perceive and address ADHD. This presentation seeks to explore why ADHD should be an integral part of the neurodivergence conversation. We aim to shed light on the diverse range of experiences encompassed by the term neurodivergence, emphasizing the need to expand our understanding beyond conventional diagnostic criteria and treatment of ADHD. At the heart of our presentation is the concept of Complex ADHD. We delve into sensory challenges and the lesser-known aspects of ADHD, such as Alexithymia, and Rejection Sensitive Dysphoria (RSD) will be discussed. This marks a paradigm shift in our comprehension of ADHD. This presentation aims to unravel the layers of complexity surrounding ADHD, shedding light on its co-occurrence with various psychiatric, learning, and neurodevelopmental disorders. “Complex ADHD” is not just a term; it signifies an evolution in our understanding of ADHD. It encompasses the recognition that ADHD’s scope extends beyond attention, hyperactivity, and impulsivity, delving into the intricate connections with other conditions. By acknowledging this complexity, we pave the way for more nuanced diagnoses and tailored treatment approaches.

Participants will be able to:

Describe the term neurodivergence and explain its relevance in the context of ADHD.
Explain the reasons why ADHD should be an integral part of the neurodivergence conversation.
Outline the concept of Complex ADHD and its implications for diagnosis and treatment.
Identify why there is a need to frame ADHD as neurodivergent.
Discuss the sensory challenges associated with ADHD and examine the lesser-known aspects of ADHD, such as Alexithymia and Rejection Sensitive Dysphoria (RSD).

It’s Not Them, It’s Us: How Professionals Can Reframe Their Thinking and Training to Support Autistic Clients and Their Families with a Perspective of Ability, Not Disability

Dr. Neal Christensen & Rachel Gutow-Ellis

Ever since autism was described in the Diagnostic and Statistical Manual of Mental Disorders, we as a community of professionals have viewed this condition through the lens of “disability” and helped our clients and families navigate the diagnosis with the idea of Dustin Hoffman as Rainman as our point of reference. Contemporary movements surrounding autism spurred organizations like Autism Speaks, blamed vaccines, and created a mission to cure autism through different modalities of therapies, treatments, and classes on how to fit into (neurotypical) society. Our society has a history of pathologizing people who do not ‘fit’ into the social norms neurotypicals have developed. As the prevalence of autism increases in society (1 in 36 : CDC, 2023), educators, mental health and other treating professionals, are encountering autistic people at an increasing rate. Thus, these professionals have an increasing responsibility to autistic people and their families to help educate, treat, and support them on their journey through life, while also reducing the stigma and shame that is encountered in society at large and in mental health and medical communities where ‘disability’ continues to be the focus. Devon Price, author of the book Unmasking Autism: Discovering the New Faces of Neurodiversity, and Eric Garcia, author of the book We’re Not Broken: Changing the Autism Conversation discuss the issues associated with the diagnosis of autism, and the history of this condition. They illuminate the challenges theythemselves have faced, while also the neurodivergent community they feel accepted by and embrace. Along with these authors, other autistic individuals have become advocates and spokespeople for this community, including Temple Grandin, an animal scientist. By way of these individuals, we see autistic people creating their narrative and empowering and challenging others to do the same, including the people who love and work with neurodivergent individuals. These individuals, and others like them, have promoted the idea that autistics are people who do not have to prove themselves worthy of fitting society’s beliefs and rising to our ‘neurotypical’ expectations as parents and professionals. They are worthy as they are. The presenters will share and discuss the broader definition of neurodiversity, the spirit of ‘the spectrum’, and argue for greater inclusion rather than exclusion based on limiting historical perspective and criteria of autism. The discussion will present the assets and strengths that are commonly associated with this condition, and undervalued when considered a disability. In this discussion, the social model of disability will be discussed as a way to help the audience consider the external forces and barriers neurodiverse people face, which impose limits on them to access the world, life and relationships. The presenters will discuss the concept of masking (aka camouflaging), its role in autistic persons’ lives, and the impact it has on their cognitive and emotional functioning and personal wellbeing. This discussion will be designed to help professionals reframe how they view autism and autistic people to accept the whole person, rather than attempt to fix what is thought to be broken. It is important to help our neurodiverse clients shift the way they may think about themselves as broken and shame-based, and in so doing, the mental health community needs to shift its view from disability to ability, and help advocate for societal change to support the needs of autistic people. As all societies evolve, so does the lens through which we view autism

Participants will be able to:

Describe the history and evolution of autism.
Identify ways in which the larger mental health community pathologizes neurodivergent people.
Create a new lens in which to educate and support autistic clients and their families.
Identify 1-2 ways you can expand your own therapeutic approach.

Neurodiversity as Biodiversity

George Ballew, LCSW & Alexis Hamilton, LCSW

Delve into cutting-edge research out of Stanford Autism Research revealing that most individuals possess “autistic traits” to varying degrees, challenging conventional notions of diagnosis. Uncover the fascinating connection between neurodevelopmental disorders and the inherent diversity of human wiring. Explore the profound implications of these findings for society, treatment implications, and embracing the beauty of neurodiversity.

Participants will be able to:

Identify three traits commonly associated with an autism diagnosis that have been identified in people without the diagnosis.
Discuss the coordination of brain responses in individuals with autism and how this affects social interactions.
Outline culturally competent practices for treatment of individuals with an autism diagnosis that incorporate an increased understanding of the neurological diversity of ‘neurodiverse’ and ‘neurotypical’ people.

Using Neurobiology Findings and Technology to Improve Services to Persons with ASD

Dr. Bob Babcock

This presentation will discuss findings in the neurobiology of ASD which have important implications for the behavior-change efforts in ASD, illustrate the use of do-say correspondence training, and discuss mindfulness practices to improve self-management skills. It will also present a model of contingencies staff and parents face in addressing skill deficits and challenging behavior patterns which can help to explain why we frequently see reliance on the use of counterproductive strategies in supporting people with ASD. The presentation will discuss several specific practical methods the author has found helpful in improving client self-management efforts and staff efforts to improve the quality of interactions with clients.

Participants will be able to:

Discuss research illustrating important differences in connectivity among several brain regions between persons with ASD and neurotypical comparison persons which have implications for the identification and remediation of specific skill deficits
Identify a skill-acquisition approach consistent with the above information which can be used to respond constructively to challenging behaviors
Outline several mindfulness-based interventions which can improve client self-management skills
Recognize some naturally occurring counterproductive reinforcement contingencies staff and parents frequently experience, and a couple of electronic tools available to improve the quality of staff interactions with clients who present challenging behaviors.

The Kaleidoscope of Care: Unleashing Creativity By Utilizing a Multidimensional Approach to Assess and Rehabilitate the Central Nervous System of the Individuals We Serve

Katie Rienstra, LCSW, Dr. Si Steinberg, Bobbi Geiger, LCPC, & Darren Stout

In this presentation, we will explore how the differing roles of psychiatry, occupational therapy, vision therapy and psychotherapy work collaboratively in treating the individual’s central nervous system. We will define primitive reflexes and how retained primitive reflexes (RPR) impede learning. Research shows that children with ASD are more likely to have RPR than typically developing children. Let us introduce you to various screening tools and integration exercises for RPR to improve academic, cognitive, and motor performance. We will then utilize research to critique some aspects of modern psychiatry, including data that both supports the use of medication and a broader analysis of the same research data that de-emphasizes the role of medications. We invite you to think about an alternate model to psychiatry that identifies the proper role of medications relative to the needs and conditions of our students. Lastly, we will illustrate trauma-informed tools such as Community Resiliency Model (CRM) to teach individuals to identify triggers that bump them from their resiliency zones, how to regulate, grow and expand the zone.

Participants will be able to:

Perform screens and integration exercises for retained primitive reflexes
Outline interventions from the Community Resiliency Model (CRM) to use with clients
Prepare treatment interventions that integrate a new understanding of the role of medication in the treatment of children with an autism diagnosis

A Clinician's Guide to Navigating ASD, Gender Identity, and Sexuality in Adolescents and Young Adults

Beck Gee-Cohen, CADC-II

This presentation delves into the multifaceted intersection of Autism Spectrum Disorder (ASD), gender identity, and sexuality, offering clinicians a comprehensive guide to understanding and supporting the unique experiences of autistic teens and young adults. With a focus on sexuality, this presentation aims to equip clinicians with the knowledge and sensitivity required to navigate the complexities of this crucial aspect of identity.

The presentation begins by exploring the intricate connections between ASD and the evolving landscape of gender identity and sexuality during adolescence and young adulthood. Drawing on current research and real-world scenarios, clinicians will gain insights into the diverse ways in which autistic individuals navigate and express their sexual identities, recognizing the need for a nuanced and individualized approach.

Central to the presentation is the emphasis on effective communication strategies that enable clinicians to engage openly and empathetically with autistic teens and young adults about their sexuality. Creating a safe and inclusive space is crucial, and the presentation provides practical tools and resources to facilitate respectful and meaningful dialogues that honor the diverse expressions of identity within this demographic.

Additionally, the presentation outlines tailored interventions and support strategies designed to address the unique needs of autistic individuals as they explore their sexuality during the transitional phase into young adulthood. From sensory considerations to empowering self-advocacy, clinicians will gain actionable insights to foster a holistic and supportive approach to sexual well-being. By the end of this presentation, clinicians will be equipped with a deeper understanding of the nuanced dynamics of ASD, gender identity, and sexuality in adolescents and young adults. The practical insights and strategies shared aim to empower clinicians to provide affirming and inclusive support, fostering a more compassionate and informed approach to the diverse sexual identities within the autistic community.

Participants will be able to:

Describe the intricate connections between Autism Spectrum Disorder (ASD) and the evolving landscape of gender identity and sexuality during adolescence and young adulthood.
Identify the diverse ways in which autistic individuals navigate and express their sexual identities. Recognize the need for a nuanced and individualized approach in supporting them.
Utilize communication skills to engage openly and empathetically with autistic teens and young adults about their sexuality. Emphasize the creation of a safe and inclusive space, providing practical tools and resources for respectful and meaningful dialogues.
Outline tailored interventions and support strategies designed to address the unique needs of autistic individuals as they explore their sexuality during the transitional phase into young adulthood. Cover aspects such as sensory considerations and empowering self-advocacy.

Navigating Neurodiversity: “Unraveling Unique Challenges and Differences in Young Adults with Autism and Comorbid Disorders"

Catie Cartisano, MSW, LCSW, LSUDC, & Nan Michaelis, MSW, LCSW

This presentation offers an in-depth exploration of the intricate intersection between autism spectrum disorders (ASD) and substance use disorders (SUD) among young adults. Attendees will gain a comprehensive understanding of the challenges faced by this unique population and insights into evidence-based support strategies. The focus extends to unraveling the threads that distinguish autism from other mental health disorders, empowering participants to identify nuances crucial for providing targeted assistance.

Participants will be able to:

Thoroughly describe of the intersection between ASD and SUD in young adults, including the unique challenges faced by individuals with dual diagnoses.
Identify evidence-based support strategies, emphasizing practical approaches to promote well-being and recovery in young adults with ASD and SUD.
Identify and differentiate between the characteristics of autism and those of other mental health disorders, enhancing the capacity to tailor interventions and support services.
Translate theoretical knowledge into practical applications by exploring case studies, scenarios, and best practices for working with young adults with co-occurring autism and substance use disorders.

Becoming an Emotional Scientist

Alison Krause, LCSW

In this presentation, we will utilize ideas presented in various evidence based social emotional learning models, including Marc Brackett’s RULER Model, The Ramapo Approach, The CASEL Framework, and Dialectical Behavioral Therapy to develop techniques and better understand the community component of assisting our neurodivergent clients and their families.

We will practice becoming an “emotional scientist” to help us understand our client’s emotions without value judgements and with curiosity that increases client emotional learning. We will learn all behavior is communication and develop an understanding that role modeling how to feel, validate, and regulate all emotions is critical to youth’s development of these skills.

Participants will be able to:

Identify the need for building social-emotional skills in Neurodivergent youth and their communities.
Understand the key components of various evidenced based frameworks for developing emotional intelligence.
Implement new strategies for emotional regulation and distress tolerance.
Explore key practices necessary to create a culture of emotional intelligence where key stakeholders role model and practice skills.

Nurturing Independence: Evaluating College Readiness for Students with Autism

Jake Weld, M.Ed., Jeff Dvorak, M.Ed., & Risher Reddick, M.A.

The transition from high school to college poses unique challenges for individuals with autism. This conference session aims to identify the critical aspects of college readiness, provide tools for assessing readiness, and explore effective strategies which can be utilized in high school to increase readiness, as well as identifying the scaffolding options which educators and mental health professionals with a foundational understanding of autism will gain practical insights to facilitate a smoother transition to college life.

This session will delve into the comprehensive assessment of college readiness among high school students with autism, focusing on academic, social, and executive functioning skills. Attendees will explore practical scaffolding and support strategies designed to nurture independence, self-advocacy, and successful navigation of the college environment.

Participants will be able to:

Develop tools and insights needed to assess college readiness among high school students with autism.
Evaluate college readiness for students with autism.
Implement practical scaffolding and support strategies applicable to academic, social, and executive functioning domains.
Assess and build a student’s capacity for self-monitoring, self-advocacy, and applied executive functioning.

The Intersectionality of Autism Spectrum Disorder and Complex Trauma: A Focus on Regulation

Stacey Forrest, M.Ed.

This workshop will discuss the intersectionality of developmental disabilities and complex trauma. The children and adults we serve often have complex needs, including both neurodivergence and symptoms of previous developmental trauma. Participants will learn about the presentation of complex trauma, and how behaviors may compare to autism, intellectual disabilities, or executive functioning challenges. Trainers will discuss research-based interventions shown to work for a variety of needs, including sensory interventions, environmental supports, and adult caregivers’ attunement. We will also discuss common Autism Spectrum symptomology, such as stereotypes and hyper-focus, that may be attempts to regulate emotions and establish felt safety or mastery.

Participants will be able to:

Describe symptoms commonly associated with both Autism Spectrum Disorder and Complex Trauma.
Illustrate ten intervention strategies to limit problematic sensory or “stimming” behaviors.
Discuss three common antecedents of stereotypical movements.
Distinguish how to prevent retraumatization by avoiding punitive reactions to ASD symptoms.

Pawsitive Impacts: Enhancing Autism and Mental Health through Animal-Assisted Interventions

AJ Cullen Langell, LICSW, C-AAIS

This presentation explores the benefits and review current research supporting the use of Animal Assisted Interventions in Autism. The presentation will explain various types of support dogs and other animals and outline the human-animal bond. We will then explore the connection between animal-assisted interventions (AAI), autism, and mental health. Lastly, we will identify the advantages of incorporating AAI within the field of autism.

Participants will be able to:

Categorize and distinguish between therapy animals, emotional support animals (ESAs), and service animals, outlining their specific roles and characteristics.
Explain the human-animal bond, as evidenced by their ability to explain its definition, significance, and real-world impact on individuals, referencing specific examples from the presenter’s experiences
Outline the interrelation between Animal-Assisted Interventions (AAI), autism, and mental health, demonstrating comprehension through discussing common co-occurrence rates and presenting examples of how AAI positively affects mental health in the autistic community.
Identify and discuss the advantages of integrating Animal-Assisted Interventions within the field of autism, citing measurable benefits such as enhanced social skills, lowered stress levels, and improved emotional expression in individuals with autism.

Getting it Right: Providing attuned eating disorder care for neurodivergent individuals

Amy Boyers, Ph.D. & Dr. Wendy Oliver-Pyatt

In the constantly evolving field of eating disorder treatment, we are continuously expanding our knowledge and gaining insight into how we can better meet the needs of our patients. Though the eating disorder field has begun to adopt more inclusive and holistic treatment approaches, such as Health at Every Size (HAES) and Intuitive Eating, there is a paucity of research and resources available to neurodivergent individuals who suffer with eating disorders or disordered eating leaving individuals and their families feeling overwhelmed and afraid. In this talk, we hope to begin to build some bridges between these 2 areas of clinical expertise in order to promote more appropriate and attuned eating disorder care for neurodivergent individuals with a particular focus on ASD and ADHD.

In this presentation, we will explore the recovery process for patients with eating disorders and delve into the nuances of symptomatology and treatment for patients with co-occurring eating disorders and ASD or ADHD. We will explore how the struggles with executive functioning or sensory issues specific to patients with ASD or ADHD can be misunderstood or even worse, mistreated by eating disorder clinicians which can further complicate a co-occurring eating disorder. We will also highlight the dangers of weight cycling and diet-focused treatment which can be offered by those who do not specialize in eating disorder care. We will discuss why utilizing integrated treatment approaches, such as Bio-psycho-social-spiritual (BPSS) and self psychology approaches, is necessary to more thoroughly understand our patients’ experiences and how they have adapted to life circumstances. A review of HAES and mindful eating with a discussion around how to effectively implement these approaches into treatment. Finally, we will discuss ways to adapt eating disorder treatment for neurodivergent individuals in order to increase the efficacy of treatment.

Participants will be able to:

Describe the BPSS model and explain how to integrate this into eating disorder treatment.
Explain HAES and be able to explain how tenets of HAES and Intuitive Eating are implemented into eating disorder treatment.
Recognise “traditional eating disorder” treatment.
Develop more insight into how eating disorder treatment can be adapted to better meet the needs and improve outcomes for neurodivergent individuals.

Presentors

Dr. Josh Altschule

Joshua Altschule is a licensed clinical psychologist who has spent 25+ years specializing in treating and assessing adolescents and young adults in various settings such as residential treatment programs, boarding schools, and private practice. Cornerstones of Maine is a concept that Josh has been working on for the entirety of his career. As a psychologist, he has derived tremendous value from helping individuals reach their potential and overcome mental health issues that have prevented successful independent living.

Andrew Arboe

Andrew is a self-advocate with a professional work background consisting of public school, private school, nonprofits, and online programs. Andrew is also certified through the International Board of Credentialing and Continuing Education Standards’ Autism Certification since August 14th. His current workplaces include FOCUS Center for Autism, Anderson Center for Autism, and the Children Hospital of Philadelphia. His past work includes Autism Families Connecticut, Autism Services & Resource Connecticut, Planning Across the Spectrum, The Next Street, and Plainville Community Schools. For self-employment, Andrew started an online program called Driving with Autism, which tackled driver readiness webinars for neurodiverse drivers. He ran it for almost a year, and it taught him professional lessons that he will never forget it. Andrew is also a public speaker who is known for talking throughout the New England area about autism and his personal experiences.

Dr. Bob Babcock

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 currently 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 to promote the availability of effective and constructive behavioral supports to students, young adults, and families facing significant behavioral challenges. Bob is an adjunct faculty member in the Psychiatry Department at Emory University.

Ryan Bachrach, LCSW

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.

George Ballew, LCSW

George is the Clinical Director of Spark Academy (Heritage Community). He began at Heritage in 2006 as a weekend staff as a part-time job in college. He fell in love with residential treatment and wanted to come back someday as a therapist. After receiving his Master’s of Social Work and becoming a Licensed Clinical Social Worker, George got a chance to return to Heritage in 2014 to be a part of many innovative changes.

As the Spark Academy Clinical Director, George is a member of a team who dedicates themselves to improving every facet of neurodiverse treatment. His innovations have changed a small, niche program into a leading, comprehensive, and widely recognized neurodiverse residential treatment program.

Dr. Eric Beaudoin

Eric is a licensed clinical psychologist who specializes in the treatment of the young adult population. He has been part of the Cornerstones team since its opening and has become an integral component of the program and its culture. When not working with our young adults at Cornerstones, Eric is providing them with lectures on psychology at the University of New England as an adjunct professor. Eric also has a passion for music and can often be found leading jam sessions on his guitar at our program houses. In his spare time, Eric plays guitar, writes, enjoys technology, and exploring new foodie spots.

Ingrid Boveda, Ph.D.

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.

Amy Boyers Ph.D.

Amy Boyers, Ph.D. is a clinical psychologist and co-founder and president of Galen Hope, which provides mental health, eating disorder, and dual diagnosis treatment for adults and teens in Coral Gables, Florida. Galen Hope emphasizes community integration, support for families, and building a sense of connection and belonging as essential to healing. Dr. Boyers has been in private practice in Miami since 2001, where she provides therapy to adolescents and adults, with a focus on women’s health, eating disorders, anxiety and mood disorders, and behavioral medicine. After graduating with honors from the University of Pennsylvania, she was awarded a prestigious U.S. Department of Defense psychological research fellowship at the University of Miami, where she completed her masters and doctoral degrees.

Catie Cartisano, LCSW, LSUDC

Catie has accumulated 14 years of professional experience, starting her career in the public sector where she worked for non-profit organizations and federal and government agencies. Throughout her career, she has gained a wealth of knowledge working with mentally ill patients who require a high level of care, combat veterans, people who are chronically homeless, autism spectrum disorders, and inmates at Utah State Prison. Catie holds a certification as a Trauma Therapist and has received training in various therapeutic modalities, including EMDR and EFT. In 2016, she transitioned away from the public sector and now holds the position of Chief Clinical Officer at Balance House.

Dr. Lisa Cheyette

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. Neal Christensen

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.

John Conway, LCSW

With an MSW from Loyola University Chicago (IL) and as a licensed clinical social worker, John has provided therapy, coaching, and support to hundreds of young adults and their families for almost three decades. John has supervised and trained professionals all across the globe, with an emphasis on family systems theory. For 25 years, John has worked in psychiatric care, community mental health, wilderness therapy, adventure therapy, and for the last 10 years in young adult transitional living programs. As the former chairperson of the Outdoor Behavioral Healthcare (OBH) Council, John assisted in the creation of accreditation standards and best practices and has been an independent reviewer for multiple programs.

AJ Cullen Langell, LICSW, C-AAIS

AJ Cullen Langell, founder of Autism Barks, is a licensed clinical social worker and certified animal-assisted intervention specialist. AJ’s personal connection to Autism extends beyond her professional endeavors. With a family member on the Autism Spectrum, AJ has firsthand experience with the unique challenges that autistic individuals and their families face. Motivated by her personal journey, AJ began working in the field of Autism in 2006. With a strong passion for working with individuals on the Autism Spectrum, AJ began implementing Animal-Assisted Interventions (AAI) in her practice in 2010. Recognizing the unique benefits of the human-animal bond (HAB), AJ has witnessed firsthand the positive effects on individuals’ well-being and emotional growth. AJ demonstrated her creativity and commitment to sharing a collection of these stories of growth by writing and self-publishing a book titled “ELLA: a Dog with a Job,” an inspiring story of AJ’s late therapy dog, Ella, and the meaningful impact she had on the lives of others.

Dr. Carlyn Daubs

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.

Jeff Dvorak, M.Ed.

Jeff is an educational and therapeutic placement consultant. He runs Educo Consulting. He holds an M.Ed. Education Administration and Special Education Law and Policy from the University of Massachusetts. Jeff began his education career working with at-risk youth—first in a therapeutic wilderness program in Idaho, then creating and directing a service-learning program in Costa Rica for a therapeutic boarding school based in Western Massachusetts. Jeff has worked as a public school English teacher and administrator, a post as Assistant Principal in London, England at a school for boys with emotional and learning difficulties and 6-12th grade college counselor for the San Francisco Public School District.

Dr. Anna Edwards

Anna Edwards, PhD, is a Neuropsychologist at CReATE in Asheville, North Carolina. CReATE is a team of psychologists focused on psychological and neuropsychological evaluations of children and adolescents. Dr. Edwards has 15 years of experience in autism assessment. Dr. Edwards has held previous University faculty positions. She has also worked in a private practice setting. She has specialized training and expertise in the identification, assessment, and treatment of neurodevelopmental disorders.

Jana Eilermann, LCMHC

Jana Eilermann, NCC, LCMHC is a Primary Therapist at Magnolia Mills School. She is trained in Somatic and Attachment Focused EMDR and maintains a certificate in Ecopsychology. Jana is passionate about helping students and families understand themselves and each other through a lens of compassion and often finds herself in a “translator” role helping interpret student behaviors in a way that allows families to make sense of things that have often seemed mysterious and nonsensical. Outside of her clinical role at Magnolia Mills School, Jana enjoys reading, researching, and teaching and often teams up with local schools to better understand neurodivergence and gain skills to support all students in empowering ways.

Stacey Forrest, M.Ed.

Stacey Forrest, M.Ed., is the Chief Operating Officer at Thrive Support & Advocacy, an organization that specializes in support for people of all ages with developmental disabilities. As an experienced administrator in mental health, human services, and education, Stacey maintains a focus on organizational change initiatives, and specializes in cognitive impairments, trauma-informed practices, diversity, equity, and inclusion education and implementation, and strategic planning. Stacey has over fifteen years of experience leading special education programs as a licensed school principal, and has expertise in oversight of several mental health treatment options and modalities. Stacey has spent her career working with children, adolescents, adults, and families struggling with trauma symptoms, mental health issues, and behavioral challenges.

Beck Gee-Cohen, CADC-II

Beck, a skilled clinician with a master’s level education and a strong background in Sociology, specializing in Gender & Sexuality at the undergraduate level, holds a master’s degree in Addiction Counseling and recently achieved a second master’s degree in Marriage and Family Therapy. With more than 15 years of devoted service in the mental health and substance use field, Beck has focused his expertise on promoting the well-being of the LGBTQ+ community, adolescents, and families. Throughout the past 15 years, Beck has played a crucial role in shaping the landscape of LGBTQ+ inclusivity and support. His impact ranges from training numerous facilities in implementing LGBTQ+ best practices to being a distinguished keynote speaker and presenter at conferences worldwide. Beck’s remarkable ability to lead workshops on LGBTQ+ issues, trauma, adolescent care, and gender and sexuality has earned him a reputation as a thought leader in the industry.

Bobbi Geiger, LCPC

Bobbi Geiger is a Licensed Clinical Professional Counselor (LCPC) specializing in evidence-based treatments to support children and their families in meeting their goals and improving overall quality of life. She specializes in providing therapy to children, adolescents, and their families who are presenting with a wide range of behavioral, mental health, and emotional concerns. Bobbi earned her Masters of Education in Counseling from North Dakota State University. In addition, she has a Master of Nonprofit Administration from North Park University. Bobbi has received certifications in Attachment and Trauma-Focused , Supportive Parenting for Anxious Childhood Emotions (SPACE), and is a certified trainer of the Community Resiliency Model (CRM) from the Trauma Resource Institute.

Rachel Gutow-Ellis

Rachel Gutow-Ellis, certified parent coach and educational consultant, barely graduated from the University of Arizona, managed a thrift store after college that burned to the ground, and married a guy she only knew for a few months. In spite of a rocky start, she managed to manage her own ADHD, celebrate 30 years of marriage and raise two kids while serving in leadership positions on various boards of non-profits, including Chairman of the Board of the Middlebridge School in Narragansett, RI. She owns a boutique practice in Houston, Texas and primarily works with neurodivergent individuals and their families. She is currently serving on the board of the Therapeutic Consulting Association. In her free time, she likes to play Wordle competitively (with her sister) and people-watch in airports.

Alexis Hamilton, LCSW

Alexis, a seasoned professional in the field, joined Heritage in October 2023, bringing nearly 15 years of experience to the team. She earned her Master’s Degree in Social Work from Southern Illinois University in 2014, achieving Licensed Clinical Social Worker status in 2017. Additionally, Alexis is a Certified Clinical Trauma Professional. Her journey began at a Residential Treatment Center after graduate school, sparking her passion for working with adolescents. Alexis later honed her expertise in Child and Adolescent Trauma Therapy, understanding the profound impact early experiences have on shaping our self-perception and worldview. In her free time, Alexis is an avid reader, and enjoys spending time with her friends and family.

Bob Hennen, LCMHC, LCAS

Bob Hennen is a Primary Therapist at Blue Ridge Therapeutic Wilderness working with adolescent boys. Since 2011, Bob has worked with those struggling with substance use and co-occurring mental health disorders in residential, outpatient, and wilderness settings in roles ranging from support staff to clinical director. He has special interests in recovery throughout the lifespan and in life transitions, the intersection of harm reduction and abstinence based approaches for SUD, and the power of grace within human relationships.

Dr. Jack Hinman

Jack Hinman (He/Him) is the Founder and Executive Director of Engage Transitions. He has been providing mental health and administrative services to individuals and families in a variety of treatment settings including hospitals, wilderness therapy programs, residential treatment centers and community mental health for over 20 years. Jack is a licensed clinical psychologist who is a passionate and committed clinician and administrator in helping young adults cross that bridge into healthy and engaging independence. This blend of clinical and administrative experience has provided Jack a comprehensive perspective of the therapeutic journey. He believes through the power of connection we thrive. Jack’s clinical foundations are driven in attachment theory and Dialectical Behavioral Therapy. Jack currently serves on the board of the Young Adult Transition Association.

Allison Jenkins, LCSW

Allison Jenkins, LCSW brings a wealth of experience across the entire spectrum of care. From inpatient psychiatric settings to residential treatment centers and day treatment programs, Allison has dedicated her career to catalyzing positive change in the lives of young individuals.Allison notable achievements is her instrumental role in designing and establishing a Residential Treatment Center (RTC). The program’s framework, rooted in the team’s visionary ideas, reflects Allison commitment to innovation and effectiveness. By infusing evidence-based practices with a compassionate touch, at OASIS Allison has created an environment where adolescents can find healing, growth, and a renewed sense of hope.Allison has also steered the development of a Day Treatment program within the residential context. This endeavor is a testament to her unwavering dedication to providing a continuum of care that meets adolescents’ evolving needs. By tailoring interventions to the unique challenges of daily life,

Alison Krause, LCSW

Alison is a licensed Clinical Social Worker with over ten years of experience working with children, families, and individuals as an agent of empowerment and change. Alison has been serving as a Director in Ramapo for Children’s young adult residential program, supporting neurodivergent individuals build skills of independence in an intentional community model. Through this work Alison has developed a passion for advocacy and caregiver support. In addition to her full time position, Alison also runs a small clinical private practice, providing therapeutic support based in her deep belief that understanding our emotional experiences leads to a richer and more fulfilled life. Before coming to Ramapo, Alison ran behavioral intervention programs with Child Protective Services, oversaw a community mental health suicide prevention initiative, and served as the Director of Admissions at a residential substance abuse treatment program. At the start of her career, Alison developed her passion for serving diverse youth through her program management role at Big Brothers Big Sisters of NYC. Alison received her Master of Social Work Degree from Fordham University in 2012.

Dr. Alison LaFollette

Dr. Alison M. LaFollette is a Licensed Psychologist and Owner of Life Elevated Psychological Services. She has over a decade of experience conducting neuropsychological and psychological assessments with clients across the country. She holds licenses and certificates allowing her to practice in 42 states to support the needs of families and programs. Dr. LaFollette specializes in evaluating complex clients with co-occurring disorders. She enjoys collaborating with professionals and integrating their thoughtful observations into her evaluations.

Sharon McCallie-Steller

Sharon has lived in New England her whole life, most recently in Vermont, where she and her husband raised their four sons. Sharon attended the Massachusetts College of Liberal Arts in North Adams, MA receiving her BA in English Communications. Her career took her on a journey through many roles in various industries while focusing on raising her family. As her family grew older and began to set out on their own, Sharon began to feel the draw to change her career and focus her energy and talents on helping others. As an adult-learner Sharon received her Master of Science degree in Mental Health Counseling from Springfield College.

Sharon initially worked with adolescents in substance abuse treatment and then was an early member of the clinical team at Mountain Valley Treatment Center. For five years she worked extensively with adolescents with all types of Anxiety, OCD, and related disorders using Exposure Response Prevention therapy, Acceptance and Commitment therapy, CBT, and leading the Expressive Arts Therapy program.

Justin Messinger, LCMHC

Justin Messinger is a primary therapist at Blue Ridge Therapeutic Wilderness. He has his MA in Clinical Counseling and is a Licensed Clinical Mental Health Counselor in North Carolina and Licensed Professional Counselor in Georgia. He has worked in wilderness therapy for the past seven years in a variety of roles including transition support coach, family therapist and primary therapist. He has a passion for helping adolescents discover a sense of significance and belonging. He is eager to continue learning, creating and developing clinical programming for neurodivergent youth in a wilderness therapy setting.

Nan Michaelis, MSW, LCSW

Nan is the Clinical Director at Balance House. She received her Bachelor’s of Social Work at Utah State University and her Master of Social Work degree at the University of Utah. As part of her graduate degree, she studied abroad in Mongolia, focusing on homeless youth and video game addiction. She spent the beginning of her career in the non-profit sector, treating men with substance use disorders, personality disorders, and individuals involved in the criminal justice system. She has extensive experience with treating complex substance use disorders and mental illness. She has worked with extreme cases including veterans, chronically homeless individuals, the severely mentally ill and inmates at the Utah State Prison. She specializes in the following modalities: EMDR, Emotionally Focused Therapy, Acceptance and Commitment Therapy, Motivational Interviewing, Moral Reconation Therapy, Cognitive Behavior Therapy, Dialectical Behavior Therapy, Animal Assisted Therapy and Trauma-Informed Care.

Dr. Wendy Oliver-Pyatt

Dr. Wendy Oliver-Pyatt is a world-leading expert on treating eating disorders. With more than 25 years of clinical experience, she has developed four separate treatment programs, all grounded on a strong bio-psycho-social foundation, and incorporating intensive psychotherapy, with behavioral foundations, and high medical standards. Wendy has developed a unique treatment approach that delves into the underlying issues that place a person at risk for mental health conditions and eating disorders and lead to healing, health and inner peace. Wendy received her specialty training at New York University-Bellevue Hospital in New York City, she has also held faculty positions at New York University, Albert Einstein School of Medicine and University of Nevada School of Medicine. Wendy is Board Certified by the American Board of Psychiatry and Neurology and in both Adult and Addiction Psychiatry. She is the author of two books, most recently Questions and Answers on Binge Eating Disorder, A Guide for Clinicians.

Risher Reddick, MA

Risher has over fifteen years of experience helping students perform at their best. He has worked with hundreds of students with a variety of strengths and challenges, and he prides himself on his ability to meet any student’s unique needs. Beyond his extensive coaching, Risher has also taught in classrooms across the country and he has served on the faculties of UMass Amherst, Emerson College, and Northwestern University. Risher is an avid cyclist, tennis player, and home cook; he is a lover of music, theatre, dance, and art; and he holds a Master’s Degree from Northwestern University.

Katie Rienstra, LCSW

Katie Rienstra is a licensed clinician with a M.A. from Boise State University. She is the Executive Director of Cherry Gulch. She has been with CG since 2015 and has served as a therapist and Clinical Director. Previously she has worked with children, adolescents and their families in multiple settings including hospitals, inpatient psychiatric hospitals, outpatient clinics and schools. She is a registered supervisor with the state of Idaho and enjoys providing supervision for master’s level clinicians seeking clinical licensure as well as interns working on their LSW or LMSW degrees. Her therapeutic focus is in Trauma Informed Care, Social Thinking, and Animal Assisted Therapy (AAT).

Dr. Tracine Smoot

Dr. Tracine Smoot is a licensed psychologist with over 20 years of experience in completing specialty psychological evaluations for students in treatment programs, schools, medical, and clinical settings. She has extensive experience with Autism Spectrum Disorder and other forms of neurodiversity. She also provides neuropsychological assessment, consultation, therapy, training, and supervision in her private practice in Salt Lake City. She enjoys kayaking, hiking, and snowshoeing in the beautiful Utah mountains.

Dr. Si Steinberg

Dr. Si Steinberg, affectionately called Dr. Si, by his patients and staff is a Double Board-Certified Child Adolescent and Adult Psychiatrist. He has been working with individuals and families for over thirty years. His philosophy with regards to prescribing medications is that medicine is merely the lubricant to grease the wheels of the machinery of therapy and living fully. Rarely is medication the center or primary component of an individual’s treatment. Dr. Si strives to be as minimalistic as possible with medication interventions and encourages the resolution of underlying causes and conditions prior to jumping to conclusions about diagnoses and medication treatment regimens.

Jared Stewart, M.Ed., BCBA, LBA

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.

Darren Stout

Darren joined the Cherry Gulch team as the Residential Director in 2022. He earned his degree from the American Institute of Health Technology in 1997. He then worked as a Certified Occupational Therapy Assistant and Therapeutic Activities Lead for 20+ years. He worked at Intermountain Psychiatric Hospital for the last 10 years before joining CG. He leads his department with patience, intention and high expectations. His years of experience in helping people emotionally regulate has been an excellent addition to our Cherry Gulch team.

Mike Sullivan, LPC

Mike Sullivan, LPC is the Clinical Director at Cascade Crest Transitions in Bend, Oregon. With twenty years of experience working in outdoor behavioral healthcare programs and transitional living settings, Mike leads a team of experienced clinicians dedicated to supporting emerging adults. In clinical practice, Mike focuses on ASD, trauma, anxiety, depression, ADHD, identity development, and family systems work.

Dr. Caitlin Sweetapple

Dr. Caitlin Sweetapple has been working with autistic students on the autism spectrum for over a decade. Dr. Sweetapple was one of the founding teachers at Shrub Oak International School and is currently heading the Center for Autism Education Research at Shrub Oak which was created to explore, analyze, and call attention to a wide range of salient topics pertaining to quality education of autistic students. Dr. Sweetapple has taught students aged 3-21 years old in various special education settings. She has also taught undergraduate courses at her alma mater, Manhattan College. Dr. Sweetapple received her Master’s Degree in Belgium from Katholieke Universiteit Leuven, where she had extensive training from some of the top leaders in the field of special education and adapted physical education. She received her Doctorate Degree from Molloy University majoring in Educational Leadership in Diverse Learning Communities. Her dissertation topic focused on celebrating neurodiversity and combatting oppressive normativity in special education classrooms. Dr. Sweetapple is a New York State Certified Teacher, Developmental-Individual Difference, Relation-based Model (DIR) Certified, and Therapeutic Crisis Intervention for Schools (TCI) Certified.

Jake Weld, M.Ed.

As Mansfield Hall’s long-time VP of Admissions and Outreach, now CSO, Jake continues to work closely with the Admissions and Outreach Team and Executive Team to support the mission and vision of Mansfield Hall, as well as Virtual Hall, and also works closely with the Founders on projects to reach even more students with diverse backgrounds to further the mission of helping all students pursue post-secondary education and create meaningful lives. Jake has over twenty-five years of experience in various educational organizations, including traditional, LD, and therapeutic schools, adolescent and young adult programs, and conventional and residential settings. Jake holds a masters degree in education, and has served as the executive director of a therapeutic program, the assistant headmaster of a specialized LD boarding school, and as the academic and program director of various schools and programs.

Will White, DA, LCSW, MLADC

Dr. Will White, DA, LCSW, is the director of WMAI.org a behavioral healthcare consulting company. He currently consults to Mountain Valley Treatment Program and Summit Achievement. Will has a long history in behavioral healthcare including being the co-founder of Summit Achievement a hybrid wilderness therapy program located in Maine which he owned and operated from 1996-2022. Will completed his master’s in social work (MSW) degree in 1987 and completed his Doctor of Arts (DA) in leadership in 2011. His doctoral dissertation traced the evolution of wilderness therapy through critical leaders and incidents. He has been a licensed mental health professional since 1987. Will wrote the book, Stories from the Field: A History of Wilderness Therapy and is the host of the podcast, Stories from the Field: Demystifying Wilderness Therapy.

2025 CONFERENCE SCHEDULE

Monday, April 7th

Tuesday, April 8th

Smoothie Bar Sponsored by:

Sponsored by:

Wednesday, april 9th

Keynote Speaker

DR. CAROLINE ROBERTSON​

Presentations

Autism: A View from Neuroscience

Dr. Caroline Robertson

The Dignity of Risk

Jared Stewart, M.Ed., BCBA, LBA

Treatment Implications when Autism and Additional Symptoms Mimic Narcissistic Personality Disorder

Joshua Altschule, Psy.D. & Eric Beaudoin, Psy.D.

The Development of Meaningful Pedagogy for Students Diagnosed with ASD-3 Utilizing Collaborative Action Research

Dr. Caitlin Sweetapple

From Autism Awareness to Acceptance: Implementing Neurodivergent Affirming Practices in Treatment and Programming

Dr. Ingrid Boveda

Autism AND…. Best Practices for Adapting Treatment for Individuals on the Spectrum with Co-Occurring Disorders

Dr. Alison LaFollette, Dr. Lisa Cheyette, & Mike Sullivan, LPC

Improve Relationships with the Ring of a Bell: Using Behavior Modification Techniques Within a Relational Framework

Ryan Bachrach, LCSW & Dr. Carlyn Daubs

"My Child is Definitely Not on the Spectrum!": Working with Parents' Stories

Will White, DA, LCSW, MLADC, John Conway, LCSW, & Sharon McCallie-Steller

If the Opposite of Addiction is Connection, What Happens When an Individual Connects Differently?

Justin Messinger, LCMHC & Bob Hennen, LCMHC, LCAS

Exploration of Special Interests and How They Shaped My Life

Andrew Arboe

Autism and Mood Disorders: Understanding Alexithymia

Dr. Anna Edwards & Jana Eilermann, LCMHC

Seeing Through the Mask

Allison Jenkins, LCSW & Dr. Tracine Smoot

Unveiling the Complexities of ADHD: The Truth of ADHD and the Reasons Why ADHD Should Be Part of the Neurodivergent Conversation

Dr. Jack Hinman & Dr. Ingrid Boveda

It’s Not Them, It’s Us: How Professionals Can Reframe Their Thinking and Training to Support Autistic Clients and Their Families with a Perspective of Ability, Not Disability

Dr. Neal Christensen & Rachel Gutow-Ellis

Neurodiversity as Biodiversity

George Ballew, LCSW & Alexis Hamilton, LCSW

Using Neurobiology Findings and Technology to Improve Services to Persons with ASD

Dr. Bob Babcock

The Kaleidoscope of Care: Unleashing Creativity By Utilizing a Multidimensional Approach to Assess and Rehabilitate the Central Nervous System of the Individuals We Serve

Katie Rienstra, LCSW, Dr. Si Steinberg, Bobbi Geiger, LCPC, & Darren Stout

A Clinician's Guide to Navigating ASD, Gender Identity, and Sexuality in Adolescents and Young Adults

Beck Gee-Cohen, CADC-II

Navigating Neurodiversity: “Unraveling Unique Challenges and Differences in Young Adults with Autism and Comorbid Disorders"

Catie Cartisano, MSW, LCSW, LSUDC, & Nan Michaelis, MSW, LCSW

Becoming an Emotional Scientist

Alison Krause, LCSW

Nurturing Independence: Evaluating College Readiness for Students with Autism

Jake Weld, M.Ed., Jeff Dvorak, M.Ed., & Risher Reddick, M.A.

The Intersectionality of Autism Spectrum Disorder and Complex Trauma: A Focus on Regulation

Stacey Forrest, M.Ed.

Pawsitive Impacts: Enhancing Autism and Mental Health through Animal-Assisted Interventions

AJ Cullen Langell, LICSW, C-AAIS

Getting it Right: Providing attuned eating disorder care for neurodivergent individuals

Amy Boyers, Ph.D. & Dr. Wendy Oliver-Pyatt

Presentors

Dr. Josh Altschule

Andrew Arboe

Dr. Bob Babcock

Ryan Bachrach, LCSW

George Ballew, LCSW

Dr. Eric Beaudoin

Ingrid Boveda, Ph.D.

Amy Boyers Ph.D.

Catie Cartisano, LCSW, LSUDC

Dr. Lisa Cheyette

Dr. Neal Christensen

John Conway, LCSW

AJ Cullen Langell, LICSW, C-AAIS

Dr. Carlyn Daubs

Jeff Dvorak, M.Ed.

Dr. Anna Edwards

Jana Eilermann, LCMHC

Stacey Forrest, M.Ed.

Beck Gee-Cohen, CADC-II

Bobbi Geiger, LCPC

Rachel Gutow-Ellis

Alexis Hamilton, LCSW

DR. CAROLINE ROBERTSON