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.

10:00am CST

The Social Impact of An Inclusive Dance Program

Friday December 6, 2024 10:00am - 11:00am CST

3RD Floor - Ballroom: Celestin F

Given the framework of the Contact Hypothesis, the We Dance Together program seeks to decrease bias and increase familiarity and acceptance between students with and without disabilities. This program was the subject of a mixed methods single case study investigating the social impact of program participation. Three groups of second grade students were included in the study in order to evaluate different qualities and quantities of contact: the intervention group, control group with contact, and a control group without contact. Results indicated significantly increased levels of favorability and an emerging desire to "play with" students with complex communication needs for the intervention group.

Presenters

Robin Schulz

North College Hill City Schools

I am a school-based Speech and Language Pathologist, Adjunct Instructor at the University of Cincinnati, and Ohio Ambassador for Charting the LifeCourse. I earned my Doctor of Education degree from the University of Findlay where I completed my dissertation study of We Dance Together... Read More →

Friday December 6, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Research to Practice
Key Words Inclusion, Dance, Acceptance, Relationship, Autism
Presentation Type Research

11:15am CST

Understanding Family Experiences with Section 504 For Their Autistic Children

Friday December 6, 2024 11:15am - 12:15pm CST

4TH Floor - Imperial 9

Extant literature has focused mainly on access to Individualized Education Programs (IEPs) without addressing Section 504 of the American Rehabilitation Act. Over 1.38 million students are served by Section 504 in schools, yet little is known about their experiences. The purpose of the study was to explore the experiences of families of autistic children with Section 504 in schools. Altogether, 21 families participated in individual interviews about their initial experiences accessing Section 504, their input into the Section 504 plan, and the implementation of the Section 504 plan. The few families who reported positive experiences with Section 504 reported having supportive school professionals. Unfortunately, most participants reported negative experiences including the school being unwilling to provide accommodations. Implications include the need to develop and test an advocacy program for families and youth with disabilities to improve access to Section 504.

Moderators

RaeAnne Lindsay

Coordinator for Section 504 project, Vanderbilt University, Peabody College

I am a Licensed Social Worker in the state of Illinois. I received a Masters Degree from the School of Social Work at the University of Illinois Urbana-Champaign. I am a Disability Advocate and the reining Ms. Wheelchair USA 2024-2025. I currently work at Vanderbilt University in... Read More →

Presenters

Meghan Burke

Vanderbilt University

Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Other
Key Words Family/Caregivers, Autism, Section 504, Education System
Presentation Type Research

11:15am CST

Why Mix Methods? Iterative Development of A Peer Network Intervention

Friday December 6, 2024 11:15am - 12:15pm CST

4TH Floor - Imperial 5A

Mixed methods designs are gaining traction in research for inclusive education, but there are still few examples of how mixed methods can inform intervention development. Learn how our team has used mixed and multi-methods research to develop an intervention that promotes social communication, language, and peer relationships for elementary-aged students with autism who are nonspeaking or have limited speech. Participants will learn about the components of the Enhanced Peer Network intervention, which include: (a) communication access through augmentative and alternative communication (AAC), (b) storybook lessons to promote social-emotional development for students with and without disabilities, and (c) support for peers and students with disabilities to promote social communication and engagement during play. Participants will also learn about the powerful roles mixed methods research can play in successfully bridging research-to-practice.

Presenters

Elizabeth Biggs

Assistant Professor, Vanderbilt University

Elizabeth E. Biggs, Ph.D. is an Assistant Professor in the Department of Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. Her work focuses on promoting social, communication, language, and literacy outcomes for children and youth with autism... Read More →

Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Research to Practice
Key Words Autism, Augmentative and Alternative Communication (AAC), Peer Relationships, Social Communication, Mixed Methods Research
Presentation Type Research

3:25pm CST

From Experience to Empowerment

Friday December 6, 2024 3:25pm - 4:20pm CST

3RD Floor - Ballroom: Celestin A

This session includes a collaborative presentation with a self-advocate and a teacher educator. The session will begin with a first-hand account of the educational experiences of a non-speaking and Autistic individual in both inclusive and self-contained settings, in both a specialized school and in public schools. These educational experiences have informed a list of suggested practices for general educators, special education teachers, and paraeducators on how to best include and challenge students with complex communication needs in the general education classroom. The session will conclude with information on how to leverage voices from the local disability community by inviting self-advocates to present in university courses that are aimed to prepare inclusive-minded educators.

Moderators

Katie McCabe

Assistant Professor, Buffalo State University

Katie McCabe is an Assistant Professor in the Exceptional Education Department at Buffalo State University, with a Ph.D. in Special Education and a minor in Qualitative Research Methods from the University of Wisconsin-Madison. A former special education teacher in rural Upstate New... Read More →

Presenters

Karrie Frank

Kaylie Clinton

Friday December 6, 2024 3:25pm - 4:20pm CST
3RD Floor - Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Autism, Non-Verbal, Inclusion, Teacher Training, Education
Presentation Type General

5:45pm CST

Good Intentions Aren't Enough: Dismantling Ableism Within the Walls of our Classrooms

Friday December 6, 2024 5:45pm - 7:15pm CST

3RD Floor - Storyville Hall

Many autistic adults express dissatisfaction with their K-12 school experiences and face social rejection more often than their non-autistic peers. However, autistic youthâ€™s voices are rarely included in educational research or policy-making. In this study, we examined autistic peopleâ€™s perceptions of ableism in American K-12 school systems through interviews with 19 autistic adolescents and adults in a qualitative, community-participatory study. We found seven major themes in these interviews: Erasure Conformity Isolation Oppression Hidden curriculum Misaligned school priorities Authority Our research highlights the systemic barriers autistic people face in educational settings that either go unnoticed or are intentionally ignored. We examine the impact of said barriers on outcomes and experiences that extend beyond the classroom. Specifically, we examine these themesâ€™ negative impacts on identity formation, self-advocacy, and self-acceptance for autistic student

Presenters

Ben VanHook

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Autism, CBPR, Research, Disability, Neurodiversity, Neuroinclusion Systemic Changes, Ableism, Education, Teachers, Students, School

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