2024 TASH Conference: Full Schedule

Welcome to the official website for the 2024 TASH Conference!

Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others. This year’s conference theme is Celebrate Together: Let the Good Times Roll!

Click on the "Registration and More" tab for additional information about our Conference location, registration, reserving a guest room, sponsorship and exhibitor opportunities, and more! The full Conference schedule is now available for viewing. Registered attendees will receive an invitation to log in and create a personalized schedule.

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8:45am CST

"Listen to My Typing": Centering Non-Speaking Autistic Experience in Education

Saturday December 7, 2024 8:45am - 9:45am CST

4TH Floor - Imperial 9

Too often, the experience of disability has been narrated and mediated by the non-disabled. Online platforms have created space for autistic individuals that type to communicate to participate in the discourse community to share perspectives, comment on schooling experiences, and provide guidance -- narrating their own experience of autism. For the purpose of this consideration of discursive and ideological trends, we analyze blogs written by autistic individuals that type to communicate. What can analyzing online materials by autistic typers teach us about their experiences? And what are implications for a reimagined inclusive education that seeks not to reify ableism, but create space for neurodivergent communicators?

Presenters

Nikkia Borowski

PhD Candidate, Syracuse University

Saturday December 7, 2024 8:45am - 9:45am CST
4TH Floor - Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Communication Access
Themes of Interest K-12 Education
Key Words Autism, Typing to Communicate, Inclusive Education, Nonspeaking, Disability Studies
Presentation Type Research

8:45am CST

Leveraging Feedback From Autistic Adults to Develop A Healthcare App

Saturday December 7, 2024 8:45am - 9:45am CST

2ND Floor - Foster 2

Autistic individuals are more likely to have co-occurring health conditions and experience a cascade of health disparities compared to those who are not autistic. While ample research continues to be conducted to decrease disparities, it often is done without the input from autistic individuals. In this qualitative study, we interviewed 15 autistic adults to explore how a healthcare services app could be adapted for autistic adults. Overall, participants agreed that a healthcare services app specific to autistic adults could be beneficial. In addition, participants provided feedback on the types of healthcare services, filter options, and software features in the app. Implications for research and practice will be discussed.

Moderators

Megan Best

PhD Student in Special Education, University of Illinois Urbana-Champagin

Presenters

Meghan Burke

Vanderbilt University

RaeAnn Lindsay

Saturday December 7, 2024 8:45am - 9:45am CST
2ND Floor - Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Self-Advocacy
Themes of Interest Technology
Key Words Autism, Healthcare, Technology, User-Centered Design, Advocacy
Presentation Type Research

3:00pm CST

Effects of Using Video Modeling In Teaching AAC to Individuals with ASD

Saturday December 7, 2024 3:00pm - 4:00pm CST

4TH Floor - Imperial 5B

The presentation will discuss a single case study. The study examined if using video modeling (VM) is an effective method for teaching augmentative and alternative communication (AAC) to children with autism spectrum disorders (ASD). Three children with ASD took part in the study. A multiple-probe across participants design was used. Participants' responses (task analysis) were used as dependent variables, and VM (short video clips) presented on an iPad was used as an independent variable. Baseline, intervention, and 1-week maintenance conditions were conducted to collect data. Results of the study indicates that using VM can help children with ASD effectively acquire communication skills and maintain the acquired skills.

Moderators

Minkowan Goo

Texas Woman's University

Presenters

Brandi Hines

Doctoral Student, Texas Woman's University

Renee Gonzalez

Doctoral Candidate, University of North Texas

Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Communication Access
Themes of Interest Assistive Technology & Apps
Key Words Video Modeling, Augmentative and Alternative Communication, Autism, ASD, Assistive Technology
Presentation Type Research

3:00pm CST

How Saudi Parents of Students with ASD' Perceive the Transitional Plan Member

Saturday December 7, 2024 3:00pm - 4:00pm CST

4TH Floor - Imperial 5C

Background: Implementation of transition plans for ASD students is crucial for their growth and development. Robust implementation of transition plans helps in minimizing barriers to opportunities such as education, employment, and other training services needed for the prosperity of ASD students. Accordingly, parents' participation and engagement in transition services is crucial as it help in delivering person-centered transition services. However, there is a lack of evidence on how parents of ASD students perceive the level of responsibility of transitional partners in implementing transition plans in Saudi Arabia Methods: A quantitative study design was used to gather information and report on the study's purpose. Data was collected from a sample of 469 parents of ASD students in Riyadh (n=243) and Makkah (n=226) regions of Saudi Arabia. A 5-point Likert scale survey tool was used in data collection. Descriptive analysis was used to measure parentsâ€™ perception and rank the level

Presenters

Salman Almughyiri

Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Transition
Themes of Interest Transition to Post-Secondary Education
Key Words Transition, Autism, Parents, Implementation
Presentation Type Research