The inaugural FSU Autism Teaching and Learning Institute is a professional development experience designed for professionals who support the instruction and development of learners with autism from early childhood through postsecondary settings. It will be held on Tuesday, July 21, from 8:30 a.m. to 4:30 p.m. in the Stone Building (1114 W Call Street, Florida State University).

The Institute is organized around evidence-based and high-leverage practices that improve academic learning, communication, social engagement, and independence. 

Participants will have opportunities to:

  • Deepen understanding of research-based instructional practices
  • Learn how to design and adapt instruction for diverse learners
  • Explore strategies to support regulation, engagement, and independence
  • Engage in problem-solving with experts and peers

Register here
 

Institute Speakers

Click here to view the full list of speakers
 

Key Features

  • Strand-based sessions aligned to instructional priorities

  • Hands-on, practice-oriented workshops

  • Make and Take Studio

  • “Ask an Expert” roundtables for individualized support

  • Professional Development in PEERS® Curriculum for School-based Professionals 

CEUs available for Board Certified Behavior Analysts (BCBAs), Leon County Teachers, and speech language pathologists (ASHA)

 

Who Should Attend?

This Institute is designed for professionals who support learners with autism across educational and community settings, including:

  • General and special education teachers (PreK–12) across all content areas

  • Paraeducators 

  • Related service providers (e.g., SLPs, OTs, behavior specialists)

  • Instructional coaches and school leaders

  • Transition specialists and postsecondary support staff

  • Instructional support personnel (e.g., guidance counselors, librarians) 

  • Higher education faculty and teacher educators

  • Graduate students and trainees

 

Schedule

Time Session
8:00–8:30 Registration & Connections over Coffee
8:30–9:15 Opening Session
9:30–10:30 Workshops
Drop in: Ask a Researcher; Make & Take
10:40–11:40 Workshops
Drop in: Ask a Researcher; Make & Take
11:40–12:40 Lunch
12:45–1:45 Workshops
Drop in: Ask a Researcher; Make & Take
1:55–2:55 Workshops
Drop in: Ask a Researcher; Make & Take
3:05–4:05 Workshops
4:05–4:30 Community Connections Reception
Workshops

id

Workshop title & Speaker

abstract

objectives

ceus available
A1

What is Autism?

Zenko

 This foundational workshop introduces participants to the defining characteristics of autism and the wide range of ways autism may be expressed across individuals. Participants will explore current understandings of autism, common strengths and support needs, and factors that influence educational outcomes. Emphasis will be placed on recognizing individual differences and applying this knowledge to create responsive, supportive learning environments.

1. Describe characteristics

2. Recognize variability

3. Identify instructional implications.

K-12

ASHA
A2

What is Autism? (repeat)

Zenko

 This foundational workshop introduces participants to the defining characteristics of autism and the wide range of ways autism may be expressed across individuals. Participants will explore current understandings of autism, common strengths and support needs, and factors that influence educational outcomes. Emphasis will be placed on recognizing individual differences and applying this knowledge to create responsive, supportive learning environments.

1. Describe characteristics

2. Recognize variability

3. Identify instructional implications.

K-12

ASHA
A3

Neurodiversity Perspectives

Stone-McDonald

 The neurodiversity movement has transformed how educators, families, and communities think about autism and disability. This session explores neurodiversity as a framework for understanding neurological differences as natural forms of human variation rather than deficits to be fixed. Participants will examine the principles of neurodiversity, consider the implications of strengths-based approaches, and reflect on how their own beliefs and practices influence educational experiences for autistic learners.

1. Apply a strengths-based lens

2. Describe neurodiversity principles

3. Reflect on implications

K-12

ASHA
A4

Misinformation About Autism

Fleury

 Misinformation about autism can influence educational decisions, family experiences, and service delivery in ways that negatively affect outcomes for autistic individuals. This session examines common myths, misconceptions, and unsupported claims about autism and explores why misinformation continues to spread despite advances in research. Participants will learn strategies for evaluating information sources and distinguishing evidence-based practices from unsupported approaches.

1. Identify factors that allow misinformation to spread

2. Explain why evidence-based practices matter

3. Apply strategies to minimize the negative impact of misinformation.

K-12

ASHA

BACB- Ethics
A5

Executive Functioning

Zenko

 Executive functioning skills support planning, organization, self-regulation, flexible thinking, working memory, and goal-directed behavior. Many autistic learners experience executive functioning challenges that affect academic performance, independence, and daily participation. Participants will explore the components of executive functioning and learn practical strategies to support organization, self-management, and independence across educational settings.

1. Define executive functioning components

2. Identify executive functioning challenges in school settings

3. Apply executive functioning supports.

K-12

ASHA

strand b: instruction (planning & design)

 

id

Workshop title & Speaker

abstract

objectives

ceus available
B1

HLP 11: Identify and Prioritize Long- and Short-Term Goals

Bowman

 Effective instruction begins with clear, meaningful goals. This session explores how educators can identify, prioritize, and align long- and short-term goals using student data, standards, and individualized learning needs. Participants will examine strategies for setting ambitious yet achievable goals that promote meaningful progress and guide instructional decision-making.

1. Differentiate long- versus short-term goals.

2. Prioritize goals using data

3. Align goals with standards and IEPs.

K-12

ASHA
B2

HLP 12: Systematically Design Instruction

Jimenez

(Access Points focus)

 Designing effective instruction requires intentional planning and alignment. Participants will learn how to use backward design principles to connect learning outcomes, assessment, and instructional activities. This session emphasizes instructional coherence and provides practical tools for developing lessons that support meaningful engagement and achievement for diverse learners.

1. Apply backward design

2. Align tasks to outcomes

3. Evaluate instructional coherence.

K-12

ASHA
B3

HLP 13: Adapt Curriculum Tasks & Materials

Mims

(Access Points focus)

 Students learn best when curriculum materials are accessible and appropriately challenging. This workshop focuses on adapting curriculum tasks and instructional materials for students with autism who are on access points to increase participation and learning while preserving high expectations. Participants will explore strategies for reducing unnecessary barriers and creating meaningful access to grade-level content.

1. Modify tasks to reduce extraneous load

2. Adapt materials to learner needs

3. Evaluate impact on access.

K-12

ASHA
B4

HLP 15: Provide Scaffolded Supports

Root

 Scaffolds help learners successfully access new skills and content while building independence over time. Participants will examine different types of instructional scaffolds, learn how to match supports to student needs, and develop plans for systematically fading supports as learners gain competence and confidence.

1. Identify scaffold types

2. Match scaffolds to needs

3. Plan for fading supports.

K-12

ASHA

BACB- Learning

strand c: instruction (delivery & intensification)

 

id

Workshop title & Speaker

abstract

objectives

ceus available
C1

HLP 20: Intensive Intervention

Mims

(Access Points focus)

 Some learners require instruction that is more individualized, systematic, and intensive. This session focuses on identifying when intensification is needed, designing individualized intervention plans, and using ongoing progress monitoring to evaluate effectiveness. Participants will learn practical approaches for intensifying instruction while maintaining meaningful participation in educational environments.

1. Identify need for intensification

2. Design individualized interventions

3. Monitor response to intervention.

K-12

ASHA
C2

HLP 16: Explicit Instruction

Cox

(Secondary focus)

 Explicit instruction is one of the most effective instructional approaches for improving academic outcomes. This session focuses on applying explicit instruction principles in secondary settings, including clear modeling, guided practice, feedback, and systematic skill development. Participants will learn strategies that support both academic achievement and independence.

1. Use explicit instruction components

2. Sequence instruction clearly

3. Use modeling and guided practice.

K-12

ASHA
C3

HLP 16: Explicit Instruction

Thompson

(Elementary focus)

 This workshop introduces evidence-based components of explicit instruction for elementary learners. Participants will explore strategies for delivering clear, systematic instruction that promotes engagement, understanding, and skill acquisition. Practical examples and implementation tools will be shared throughout the session.

1. Use explicit instruction components

2. Sequence instruction clearly

3. Use modeling and guided practice.

K-12

ASHA

BACB- Learning
C4

HLP 14: Cognitive & Metacognitive Strategies

Cox

 Successful learners use strategies to plan, monitor, and evaluate their own learning. Participants will explore cognitive and metacognitive instructional approaches that help students develop self-awareness, self-monitoring, and strategic problem-solving skills. Examples will be drawn from a variety of academic content areas.

1. Model strategies

2. Teach self-monitoring

3. Embed strategies across content.

K-12

ASHA
C5

HLP 21: Maintenance & Generalization

Denning		 Learning is only meaningful when skills are maintained and used across settings, people, and activities. This workshop focuses on planning for maintenance and generalization from the beginning of instruction. Participants will explore practical strategies for promoting durable learning and transfer of skills beyond instructional contexts.

1. Plan for maintenance

2. Design instruction to promote generalization

3. Use varied practice strategies.

K-12

ASHA

strand d: supporting regulation & engagement

 

id

Workshop title & Speaker

abstract

objectives

ceus available
D2

HLP 11: Positive Behavior Supports

Fleury

 Positive behavior supports create environments that promote engagement, learning, and belonging. Participants will learn how to design proactive supports, address challenging behavior through prevention-focused approaches, and use data to evaluate outcomes. The session emphasizes practical classroom applications that support student success.

1. Apply proactive strategies

2. Design function-based supports

3. Monitor behavior outcomes.

K-12

ASHA

BACB- Learning
D3

HLP 4: Use Multiple Sources of Information

Romig

 Effective educational decisions require multiple forms of evidence. This workshop examines how educators can combine formal and informal data sources to better understand student needs, identify meaningful patterns, and guide instructional planning. Participants will explore practical approaches to data-informed decision making.

1. Use formal and informal data

2. Identify patterns

3. Inform instruction with data.

K-12

ASHA
D4

HLP 18: Active Engagement

Thompson

(Elementary focus)

 Engagement is a critical predictor of learning. This session focuses on strategies for increasing active participation among elementary learners through opportunities to respond, meaningful interaction, and developmentally appropriate instructional practices. Participants will learn methods for monitoring and improving student engagement.

1. Increase opportunities to respond

2. Use developmentally appropriate strategies

3. Monitor engagement.

K-12

ASHA

BACB- Learning
D5

HLP 18: Active Engagement

Romig

(Secondary focus)

 Secondary learners benefit from instruction that promotes active participation, autonomy, and relevance. Participants will explore strategies for increasing engagement through choice, meaningful interaction, and responsive instructional design. Practical examples will emphasize implementation in middle and high school settings.

1. Design meaningful opportunities to respond

2. Incorporate choice

3. Sustain engagement over time.

K-12

ASHA

strand e: supportive learning environments

id

Workshop title & Speaker

abstract

objectives

ceus available
E2

HLP 19: Assistive & Instructional Technologies

Shurr

 Technology can increase access, participation, communication, and independence for learners with diverse needs. This workshop examines how to identify appropriate technologies, match tools to student needs, and evaluate their effectiveness. Participants will explore practical examples and implementation considerations across educational settings.

1. Identify appropriate technologies

2. Match tools to needs

3. Evaluate impact.

K-12

ASHA
E3

HLP 17: Flexible Grouping

McConomy

 Flexible grouping allows educators to respond to diverse learning needs while promoting meaningful peer interactions. Participants will learn strategies for organizing and adjusting groups based on instructional goals, student strengths, and ongoing assessment data. Practical examples will highlight inclusive and collaborative learning opportunities.

1. Group strategically

2. Facilitate peer interaction

3. Adjust groups using data.

K-12

ASHA
E4

HLP 7: Learning Environment

McConomy

(Secondary focus)

 Learning environments influence student behavior, engagement, and independence. This session focuses on creating secondary classrooms that promote self-management, predictability, and successful transitions. Participants will explore strategies for establishing structures that support both academic and behavioral success.

1. Promote self-management

2. Maintain consistent expectations

3. Support transitions.

K-12

ASHA

BACB- Learning
E5

HLP 7: Learning Environment

Thompson

(Elementary focus)

 Learning environments play a critical role in supporting engagement and development. Participants will explore strategies for establishing routines, organizing physical spaces, and fostering positive classroom climates in elementary settings that support participation and learning for all students.

1. Establish routines

2. Organize space

3. Promote positive climate

K-12

ASHA

BACB- Learning

STRAND F: transition & postsecondary success

 

id

Workshop title & Speaker

abstract

objectives

ceus available
F2

ACT FASTT Toolkit

LaPoint

(Post-Secondary focus)

 The ACT FASTT Toolkit provides practical resources for supporting transition planning and implementation. Participants will explore toolkit components, examine strategies for integrating resources into practice, and identify opportunities to strengthen transition-focused instruction and planning.

1. Identify toolkit features

2. Apply strategies to instruction

3. Support implementation

K-12

ASHA
F3

HLP 14: Independence

Gilley

(Secondary focus)

 Independence is a critical predictor of long-term quality of life and postschool outcomes. This workshop focuses on embedding self-determination and independence-building opportunities throughout instruction. Participants will learn strategies for supporting decision-making, problem-solving, self-advocacy, and authentic participation.

1. Embed self-determination instruction

2. Facilitate decision-making and problem-solving

3. Design authentic learning experiences

K-12

ASHA
F4

Peer Supports

Gilley

(Secondary focus)

 Peer-mediated approaches can strengthen inclusion, engagement, relationships, and learning. Participants will explore strategies for designing peer support programs, training peer partners, and using data to evaluate implementation and outcomes. Practical examples will highlight applications across academic and social contexts.

1. Incorporate peer-mediated instructional strategies

2. Train and support peer mentors

3. Analyze and strengthen peer programs.

4. Use data to improve implementation.

K-12

ASHA
F5

Postsecondary Accommodations

LaPoint

(Post-Secondary focus)

 Preparing students for postsecondary success requires intentional planning and self-advocacy development. This session examines common postsecondary accommodations, legal considerations, and strategies for supporting students as they transition to higher education, employment, and community settings.

1. Evaluate accommodation effectiveness

2. Align accommodations with student needs

3. Promote self-advocacy

K-12

ASHA

strand g: collaboration & systems of support

 

id

Workshop title & Speaker

abstract

objectives

ceus available
G1

HLP 3: Family Collaboration

Stansberry Brusnahan

(Secondary focus)

 Strong partnerships with families improve educational outcomes and transition success. This session focuses on communication strategies, collaborative decision-making, and approaches for building authentic partnerships with families of secondary students.

1. Build communication.

2. Engage families in decisions.

3. Connect families to resources.

K-12

ASHA
G2

HLP 1: Co-Teaching

Bowman

 Effective co-teaching requires shared responsibility, communication, and instructional planning. Participants will examine common co-teaching models, discuss strategies for collaborative planning, and identify approaches for maximizing the strengths of both educators in inclusive settings.

1. Identify co-teaching models

2. Plan collaboratively

3. Evaluate effectiveness

K-12

ASHA
G3

HLP 1: SLP Collaboration

Johnson

 Collaboration between educators and speech-language pathologists is essential for supporting communication and learning. This session explores strategies for aligning goals, coordinating services, and sharing data to improve student outcomes.

1. Align goals

2. Coordinate services

3. Share data.

K-12

ASHA
G4

HLP 1: Paraeducators

Stansberry Brusnahan

 Paraeducators play an important role in supporting student learning and participation. Participants will examine effective paraeducator roles and responsibilities, strategies for communication and feedback, and approaches for promoting student independence while maintaining high-quality supports.

1. Define roles

2. Provide feedback

3. Promote independence

K-12

ASHA
G5

HLP 3: Family Collaboration

Stone-McDonald

(Elementary focus)

 Family-school partnerships established during the elementary years can have lasting impacts on student outcomes. Participants will explore strategies for building trust, fostering communication, engaging families in decision-making, and connecting families with resources that support learning and participation.

1. Build communication

2. Engage families in decisions

3. Connect families to resources

K-12

ASHA

strand h: peers

 

id

Workshop title & Speaker

abstract

objectives

ceus available
H

PEERS for School Based Professionals

Howorth

 PEERS® is an evidence-based social skills intervention designed to improve social competence and relationship development for adolescents and young adults. This workshop introduces participants to the core methodology of the PEERS program, including strategies for teaching social skills, coaching learners in authentic contexts, and monitoring progress over time. Participants will gain practical tools that can be applied within school settings to support meaningful social engagement and peer relationships.

1. Implement Core Methodology

2. Coach Essential Social Skills

3. Manage and Track Progress

K-12

ASHA

BACB-Learning

ACCOMODATIONS

We strive to host accessible events that enable all individuals to engage fully. For inquiries about accessibility, please contact Dr. Jenny Root at jrroot@fsu.edu.

 

REGISTER HERE

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