No description available.

This session will outline current research as it relates to activity schedules as an evidence-based practice and will offer suggestions for areas of continued research. Specific uses of activity schedules will be highlighted and various formats will be explored. Innovative approaches to using activity schedules will also be demonstrated. Learner Outcomes: • Participants will gain understanding of current research involving using activity schedules for promoting independence for individuals with intellectual disabilities in regard to quantity, quality, and future possibilities; • Participants will learn various uses of activity schedules to promote independence for individuals with intellectual disabilities during transitions and task analytic skills; and • Participants will explore various activity schedules and determine appropriate options based on individual needs (object vs. picture vs. written; high tech vs. low tech; etc.).

This study contributes to the existing literature on treatment integrity (TI) by presenting TI findings across interventions aimed at the development of social emotional skills in learners with emotional and behavioural disorders. Social and emotional skills were selected as the target for our investigation given the significance of these skills in relation to the academic and behavioural success of learners and the challenges most often faced in these skill areas by students with emotional and behaviour disorders (E/BD). The study analysed single-subject experimental studies from 2000 to 2009 in two leading journals in the field of emotional and behaviour disorders: Behavior Disorders and The Journal of Emotional Behavioral Disorders. The degree to which studies operationally defined independent variables and evaluated and reported measures of treatment integrity and associated risk factors is reported. Thirty-three studies met the inclusion criteria for the present study and TI was evaluated across six variables (1) year published, (2) dependent variable(s), (3) independent variables(s), (4) participant characteristics, (5) treatment agent and (6) assessment of TI. Results indicated that approximately 49% of the studies monitored and reported TI, meaning that they provided a description of the TI procedure and resultant data. Findings from the study point to the need for attention to TI both in the description of methods used and in the reporting of TI data.

No description available.

Research has long demonstrated the discrepancies that culturally and linguistically diverse (CLD) families and students with intellectual disability face within public schools as well as post-school outcomes. This presentation will highlight a culturally responsive framework that can prepare CLD families and their children to participate in postsecondary opportunities.

No description available.

No description available.

Genderism may be understood as “an ideology that reinforces the negative evaluation of gender nonconformity or incongruence between sex and gender” (Hill & Willoughby, 2005, p. 534). Further, genderism may be similar to the concept of heterosexism. While western culture has operated within traditional binary thought systems and the LGBTQQIA subculture has been subject to these same ideas, affectional orientation and gender identity have also been significantly expanded through greater recognition of nonheterosexuality. Emerging research validates the complexity of affectional orientation and gender identity through the recognition of intersectionality as a more accurate framework. The presenters will discuss findings of their qualitative research study that examined how genderism is experienced within, among, and between members of the LGBTQQIA communities. For the purposes of the study, genderism was defined as bias resulting from a binary view of gender. Responses from ten individuals were analyzed for themes within and across participants using Interpretive Phenomenological Analysis (IPA). The findings have implications for counseling practice, counselor education, and considerations for advocacy.

Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success

Counselors are legally and ethically called to provide affirmative services to trans and gender-expansive youth. Counselors, whether working in schools, agencies or private practices, must affirm all clients. This presentation will provide counselors with legal and ethical information and resources for honing skills for supporting gender-expansive youth.