Southern Utah Autism Conference 2025

Empowering Communication: Autism-Affirming Language
In this session, participants will explore the evolving dynamics of disability identity and how we talk about it. We’ll delve into the distinctions between disability-affirming language and person-first language, examining their origins, purposes, and real-world implications. We will discuss language choices that respect individual preferences and diversity while fostering inclusivity and empowerment. Through real-life examples and interactive discussions, participants will gain practical tools to communicate in ways that honor the dignity and identity of the people they interact with.

Supplemental Aides and Services (SAS) are the “linchpin” of inclusion in general education. With limited guidance from the research literature, identifying appropriate accommodations can be difficult. Sometimes, decisions are based more on IEP team members’ personal experiences than the student’s individual needs in general education. In the session, we will discuss guiding questions IEP teams can use to determine supplemental aides and services. We will discuss a framework for considering a student’s need for SAS, (physical/accessibility, instructional, behavioral, social-communication, collaboration).

The National Center for Pyramid Model Innovation has developed a library of resources to support professional and caregiver’s efforts to improving the social, emotional, and behavioral outcomes of young children birth to five. In this session the presenter will highlight practical tools for teaching emotional regulations, friendship skills, problem-solving, and behavior regulation. Resources are available in multiple languages and include family handouts that describe evidence-based practices.
ChallengingBehavior.org Resources

Identifying the Hidden Curriculum
General education curriculum is made up of the ‘explicit curriculum’ (linked to core standards and essential elements), ‘hidden curriculum’ (unspoken, implicit, values, and social norms for student’s behaviors, attitudes, and expectations), and the ‘null curriculum ‘(the knowledge, skills, or topics that are intentionally or unintentionally omitted). For all students to access each part of the general education curriculum, it is important for the IEP team to consider each aspect. In this session, we will discuss using assessment practices that support the IEP team in understanding what needs the student has regarding the ‘hidden curriculum’, and ideas for planning intervention and specially designed instruction to support their acquisition of skills.

In this session, we will talk about how to get your child to sleep better at night! We will discuss research and practical tips on how to get autistic children and adults to go to sleep easier and sleep for longer. When kids get a healthy amount of sleep, they will learn things easier and be less aggressive and reactive over tiny things. Helping a family get their child on a healthy sleep schedule is so important because lack of sleep will affect everyone. Once families can get their kids to sleep well, the parents can then have more time for self-care and improving their relationships. So in this session, we will discuss best practices for helping autistic children get a healthy amount of sleep.

NOTE: I'm having trouble uploading my powerpoint because of the file size limits, so go to sagerelationshipadvice.com to view the powerpoint.