Speakers: Inaugural FSU Autism Teaching and Learning Institute

Dr. Jessica Bowman is Assistant Director of the TIES Center at the University of Minnesota's Institute on Community Integration. A former special education teacher, she provides technical assistance to states and districts on inclusive systems change and professional development. Her research focuses on standards-based instruction and access to the general education curriculum for students with significant cognitive disabilities. 

Conflict of interest statement: Employed by the TIES Center at the University of Minnesota. Travel costs were paid. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Sarah Cox is an assistant professor of Special Education. Her scholarly interests focus on academic support for students with autism spectrum disorder (ASD). Her current projects explore the identification and implementation of evidence-based practices to improve mathematical outcomes for middle school students with ASD. Prior to joining the MSU community, Sarah was an assistant professor at Eastern Michigan University and completed a postdoctoral fellowship at Florida State University. Cox serves on the editorial review board for Education and Training in Autism and Developmental Disabilities. She is also a contributing member of the Science of Math Organization, where she advocates for the use of research-based instructional practices to improve mathematical outcomes for students with disabilities. Her research has been supported by funding from the Organization for Autism Research and the Institute for Educational Sciences. 

Conflict of interest statement: Employed by Michigan State University. Travel costs were paid. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Christopher Denning is the Department Chair for Curriculum & Instruction and an Associate Professor for Special Education in the College of Education and Human Development at the University of Massachusetts Boston. Dr. Denning is also the President-Elect for the Division on Autism & Developmental Disorders (DADD) within the Council for Exceptional Children (CEC). He has worked to support children with autism for over 25 years. This work has included positions within private residential and public schools as a classroom teacher in inclusive and self-contained settings, and as the autism specialist for a regional program serving eight counties. His recent research has focused on inclusive classroom supports, and exercise and motor development programs for students with autism. He has 24 scholarly publications including peer-reviewed articles and book chapters, 3 books in print, and over 70 presentations at national or international conferences. 

Conflict of interest statement: Employed by the University of Massachusetts Boston. Travel costs were paid. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Veronica Fleury is an Associate Professor in Special Education and an affiliate faculty member in the Florida Center for Reading Research at Florida State University. She earned her Ph.D. in special education at University of Washington and completed an Institution of Education Sciences (IES) postdoctoral research fellowship with the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill focused on autism intervention research. Her research is focused on instructional interventions for learners with autism, with a particular emphasis on language and early literacy development. Dr. Fleury has served as PI or Co-PI on grants from the Organization for Autism Research, Autism Science Foundation, U.S. Department of Education’s Office of Special Education Programs and IES. The Council for Exceptional Children’s Division on Autism and Developmental Disabilities (DADD) honored her with the 2023 Research Award for her contributions to the field of applied autism research.

Conflict of interest statement: Employed by Florida State University. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Deidre Gilley is an Assistant Professor of Special Education at Baylor University and an affiliate faculty member with the Baylor Center for Disability and Flourishing. Her research focuses on improving postsecondary outcomes for individuals with intellectual and developmental disabilities (IDD) by increasing access to inclusive educational opportunities, strengthening transition services, and promoting self-determination to better equip students for successful adult lives. Dr. Gilley engages in research-based partners with schools, families, and community organizations to develop and evaluate evidence-based practices that support inclusion, independence, employment, and community participation for transition-age youth. Prior to joining Baylor, Dr. Gilley served as a high school special education, a transition teacher, and a postsecondary transition program director for young adults with IDD. 

Conflict of interest statement: Employed by Baylor University. Travel costs were paid. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Sarah K. Howorth is an Associate Professor of Special Education and the Managing Owner of Applied Behavior & Learning Consulting, LLC. A recognized national leader, she serves in the presidential line as Vice President of the Council for Exceptional Children’s Division on Autism and Developmental Disabilities (CEC-DADD). Dr. Howorth is a certified provider of the PEERS® curriculum, specializing in its adaptation for school-based programs to foster meaningful social communication, peer relationships, and executive functioning among neurodivergent youth. Through her consulting firm and extensive academic research, she translates cutting-edge behavioral insights into actionable school-wide practices. Her work provides educators, behavior analysts, and families with the training and technical assistance needed to bridge the gap between rigorous research and daily classroom application, ultimately improving long-term outcomes for individuals on the autism spectrum.

Conflict of interest statement: Employed by the University of Maine and owner/operator of Applied Behavior and Learning Consulting, LLC. Travel costs were paid and stipend given for full-day workshop. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Bree Jimenez is Professor in Special Education and Chair of the Department of Educational Psychology (EDP) at Baylor School of Education. She is a faculty affiliate with the Baylor Center for Disability and Flourishing. Her research focuses on general curriculum access and assessment for students with intellectual disability and autism. Specifically, Dr. Jimenez’ research focuses on math, science, and STEM instruction for students with moderate to severe intellectual disability and autism. She is a principal investigator on over $3.5 million of research funding focused on engineering and early numeracy instruction for students with developmental disabilities. Dr. Jimenez is the author/co-author of over 50 peer-reviewed journal articles, multiple book chapters, and several books on strategies to support academics for students with disabilities. She works closely with teachers, administrators, school systems, and state departments of education both nationally and internationally.

Conflict of interest statement: Employed by Baylor University. Travel costs were paid. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Shannon LaPoint is an Assistant Professor of Special Education at Florida State University. Her research focuses on enhancing outcomes and supporting the transition to adulthood for autistic youth and adults. Specifically, she examines institutional and professional supports provided during high school and college, the lived experiences of autistic people in higher education and employment, and the development of targeted interventions for educators, staff, and employers. With a background in special education, Dr. LaPoint leads multiple grant-funded initiatives to equip college instructors and staff with the tools necessary to support autistic students. She serves as the Principal Investigator for two projects: the Organization for Autism Research (OAR) funded project, ACT FASTT: A Virtual Toolkit to Support College Instructors of Autistic Students, and an Autism Intervention Research Network on Physical Health funded project titled A Virtual Toolkit for Community College Counseling Center Staff Supporting Autistic Students. 

Conflict of interest statement: Employed by Florida State University. Received grant funding from the Organization for Autism Research and the Autism Intervention Research Network on Physical Health. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Addie McConomy is an Assistant Clinical Professor of Special Education at the School of Teacher Education in Anne’s College at Florida State University. Her work focuses on preparing pre-service special education teachers for sustained, impactful careers supporting diverse learners. She teaches undergraduate and graduate courses in educational pedagogy and coordinates special education field placements, emphasizing strong connections between coursework and practical experience. Dr. McConomy earned a BS in Special Education from the University of South Florida, a PhD in Curriculum and Instruction with a specialization in Special Education from Florida State University, and holds National Board Certification in Teaching. She also has a Master’s-level certification in Crisis Prevention (CPI). Prior to higher education, she worked as a high school special education teacher for nine years and served in district training and edTPA supervision roles.

Conflict of interest statement: Employed by Florida State University. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Pamela Mims is Associate Dean of Research and Faculty Success and Professor of Special Education at East Tennessee State University. Her research focuses on evidence-based instructional practices for students with autism and developmental disabilities, with an emphasis on grade-aligned ELA and literacy instruction, communication, and inclusive educational practices. Dr. Mims has extensive experience developing and evaluating interventions that support teachers in implementing systematic instruction (e.g., prompting procedures) with fidelity across school settings. She has served as principal investigator and collaborator on multiple federally funded projects focused on improving outcomes for students with extensive support needs and preparing interdisciplinary professionals to serve learners in rural and underserved communities. She regularly presents nationally on autism, literacy, teacher preparation, and translating research into practical classroom applications.

Conflict of interest statement: Employed by East Tennessee State University. Travel costs paid. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Jordan Shurr is a Professor of Special and Inclusive Education at Queen’s University, Director of the ADD*Ed Research Group, and Executive Director of the CEC Division on Autism and Developmental Disabilities (DADD). Drawing on his foundational experience as a classroom teacher and assistive technology coordinator, his research centers on the teaching profession, teacher professional development, and the strategic use of assistive technology to support student learning. Ultimately, Dr. Shurr’s work aims to advance meaningful student access and success in both academic and critical life skills.

Conflict of interest statement: Employed by Queens University. Travel costs paid. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Lynn Stansberry Brusnahan is a Professor at the University of St. Thomas in Minnesota where she coordinates the autism and developmental cognitive disabilities graduate programs and previously served as the chair of the Department of Special Education. She has a Ph.D. from the University of Wisconsin-Milwaukee. She was honored to receive the Autism Society of America's Professional of the Year award. She currently serves on the Division on Autism and Developmental Disabilities (DADD) executive board. Her research includes autism, inclusive practices, and transition. She is the author of several books including Do Watch Listen Say: Social and Communication Intervention for Autism Spectrum Disorder. She is the parent of an adult with autism.

Conflict of interest statement: Employed by St. Thomas University. Travel costs paid. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Angi Stone-MacDonald, is a Professor and Department Chair in Special Education Rehabilitation, and Counseling at California State University, San Bernardino. She has a PhD in Special Education and has worked in early childhood special education and inclusive education for over 20 years. Her areas of research include early intervention, educator preparation for early intervention and early childhood education, inclusive STEM education, culturally sustaining practices, and autism. Dr. Stone-MacDonald is the author of articles, book chapters, and five books. 

Conflict of interest statement: Employed by California State University San Bernardino. Travel costs paid. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. John Romig is an Associate Professor at Florida State University. Dr. Romig is a former high school special education teacher and teaches courses on explicit instruction, assessment, and behavior management. His research interests include curriculum-based measurement for writing and interventions to improve the quality of preservice teachers’ instruction. Currently, his work focuses on increasing the rate and quality of preservice teachers’ use of opportunities to respond. 

Conflict of interest statement: Employed by Florida State University. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Jenny Root is the Anne and John Daves Endowed Professor in Special Education in Anne’s College and an affiliate faculty with the Florida Center for Reading Research at Florida State University. She was selected to receive the Presidential Early Career Award for Scientists and Engineers (PECASE) by President Biden in 2025. Her research focuses on evidence-based instructional methods to promote meaningful academic learning for students with autism and intellectual disability through development and evaluation of academic interventions and supporting teachers to implement evidence-based practices. She has over 50 publications in peer-reviewed journals and 15 book chapters related to assessment and instruction of students with disabilities.  Before entering higher education, Dr. Root was a middle school special education teacher.

Conflict of interest statement: Employed by Florida State University. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Thompson is Program Chair and Associate Professor of Special Education in the Department of Educational Psychology at Texas A&M University, Core Faculty Member of the Institute for Early Childhood Development and Education, and Affiliated Faculty Member of the Center on Disability and Development. Her research focuses on developing and evaluating evidence-based practices for students with autism and extensive support needs, with specialization in academic instruction, early literacy, adapted curriculum, and positive behaviors supports. She leads practitioner training and ongoing coaching in behavior analytic strategies for classroom instruction. She was recently honored by the Texas Association for the Education of Young Children as 2025 recipient of the Susan Hargraves Trainer of the Year and in 2024 with the Chancellor’s Academy of Teacher Educators Award from the Texas A&M System. Before entering higher education, Dr. Thompson was a paraprofessional and classroom teacher of elementary students with autism. 

Conflict of interest statement: Employed by Texas A&M University. Travel costs paid. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Dr. Alice Williams is an Assistant Professor of Special Education at Central Michigan University. She was a Speech Language Pathologist and special education teacher for 14 years. Her research interests include reading instruction for students with cognitive impairments and complex communication needs as well as teacher fidelity in intervention implementation. 

Conflict of interest statement: Employed by Central Michigan University. Non-Financial: Author of textbook chapters and articles that do not generate royalties.

Catherine B. Zenko, MS, CCC-SLP has worked with individuals on the autism spectrum for over 26 years. In 2016, she became the director of the Florida State University Center for Autism and Related Disabilities (CARD) after working for 16 years at the University of Florida CARD. Mrs. Zenko has served hundreds of persons with autism, their families, and caregivers and has conducted hundreds of trainings on local, regional, and national levels on a wide range of topics related to autism spectrum disorder (ASD). She is co-author of three books: Janzen & Zenko (2012) Understanding the Nature of Autism: A Guidebook to the Autism Spectrum Disorders, 3rd Edition (San Antonio: Hammill Institute on Disabilities), Zenko & Hite (2013) Here's How to Provide Intervention for Children with Autism Spectrum Disorder: A Balanced Approach. (San Diego, CA: Plural Publishing, Inc.), and Zenko & Janzen (in press) Understanding the Nature of Autism: A Guidebook to Autism Spectrum Disorder, 4th Edition (San Antonio: Hammill Institute on Disabilities).

Conflict of interest statement: Employed by CARD at Florida State University. Royalties from Hammil Institute on Disabilities and Plural Publishing. Non-Financial: Author of textbook chapters and articles that do not generate royalties.