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July 31 – August 3, 2017
The Penn Stater Conference Center Hotel
State College, Pennsylvania

Call for Poster Proposals

Note: The poster proposal submission deadline is Friday, June 9.

In order to highlight scientific and promising practices within educational programs serving students with autism, the conference is actively seeking submissions for presentations at the conference poster session.

All poster submissions are due Friday, June 9, and must designate a primary presenter, author, contact information, and author affiliation. Poster presentations may be submitted in one of three categories:

  • Research in autism education
  • Program exposition and reports
  • Case studies in autism education

Download the Poster Submission Proposal Forms — Due Friday, June 9

Research in Autism Education Poster

Submissions for acceptance in this category will be evaluated based on scientific merit, quality of design and control, and relevance to the fields of autism assessment, intervention, staff training, basic conceptual understanding, and program design. Additional consideration will be given based on the relevance of the research topic to the scientific literature/research base in the fields of special education, autism treatments, psychology, and behavior analysis. Consideration will be given to the degree that experimental control is demonstrated, including threats to internal and external validity as well as reliability of dependent variable measurement. Preference will be given to studies that include measures of inter-observer agreement for the dependent and independent variable, as well as data related to treatment fidelity.

Criteria:

  1. Experimental/Quasi-experimental design including single subject designs and inter-group designs. These proposals will demonstrate systematic manipulations and test functional relations either between groups, across individuals, or within an individual. Criteria:
    1. The proposal will include definitions of both dependent and independent variables.
    2. Various single subject designs used in isolation or in various combinations can be used and must be explicitly stated (i.e., reversal designs, multiple baseline, alternating treatments, and changing criteria designs).
    3. For group designs, the proposal will need to include evidence of an inter-group experimental design to test functional relations and must include clear hypothesis statements, a description of population sample, and a clear statement of sample size and methods of analysis.
    4. Baseline measurements of dependent variables are required for all submissions.
    5. Preference will be given to proposals that include IOA and treatment integrity data.
    6. If study involves problem behavior reduction, Functional analysis, or at a minimum FBA data, is required.
    7. This category does not include data derived primarily from verbal reports. Direct measures must be included for consideration.
    8. Data will be included and presented in a form that allows visual analysis. Posters should include graphs and charts allowing a fairly efficient analysis of the data. Inter-group design studies are to include clear charts summarizing experimental data including any statistical analysis.

Program Exposition and Reports Poster

This category of poster presentation is included to serve the purpose of allowing educators, service providers, and other agencies affiliated with autism services to showcase practices that may have value to others in the field of autism service. The standards for these posters are not solely based on quality of evidence.

This category can include quasi-experimental or descriptive studies based on verbal reports/rating scales, however, such studies need to demonstrate reasonable attempts to verify validity of verbal reports. Assessment instruments that have reported reliability/validity are preferred. Preference will be given to reports that include practice-related data and direct measures demonstrating practice effectiveness.

Criteria:

  1. Program exposition and reports poster submissions will need to include references of published evidence (citations) for the model in relation to established practice. Consideration will be given to the degree to which empirical studies supporting the practice are available. For instance, empirical reviews will summarize peer-reviewed research and must include the following components:
    1. Rationale for program development: identification of component issues. The objective of the literature review must be clearly stated.
    2. Literature search: identification of empirical research relevant to the program including a summary of the relevant literature. These include a review of scholarly articles, books, and other empirical sources.
    3. Studies using rating scales/verbal report as assessment instruments should report the psychometric properties (reliability and validity) of the instruments. Preference will be given to those who report this information.
    4. Interpretation: findings and conclusions of literature reviewed and how the literature supports the development of the program.
  2. Research design is not required; however, quantitative descriptions of aspects of the program, such as demographics (number of students served, staffing patterns, etc.) as well as baseline and outcome data (performance of students or clients) are required. Preference will be given to exposition poster submissions that provide quantitative data.

Case Studies in Autism Education

Submissions for acceptance in this category will be evaluated based on relevance to the fields of autism assessment, intervention, staff training, basic conceptual understanding, and program design. Preference will be given to studies that include measures of inter-observer agreement for the dependent and independent variable, as well as data related to treatment fidelity.

Criteria:

  1. Case studies with supportive data: These proposals will examine the effect of an intervention on a single person or group.
    1. The proposal will include definitions of both dependent and independent variables.
    2. Experimental control does NOT need to be demonstrated. The use of an AB design will be explicitly stated.
    3. Baseline measurements of dependent variables are required for all submissions.
    4. Preference will be given to proposals that include IOA and treatment integrity data.
    5. If study involves problem behavior reduction, Functional analysis, or at a minimum FBA data, required.
    6. Submitted case studies must describe actual practices to be considered for acceptance.
    7. This category does not include data derived primarily from verbal reports. Direct measures must be included for consideration.
    8. Data will be included and presented in a form that allows visual analysis. Posters should include graphs and charts allowing a fairly efficient analysis of the data.

Suggested Guidelines for Poster Presentations

  1. Poster presentations will be most effective if they are organized into clearly defined sections such as title, author, author affiliation, abstract, background, methodology, data, results, conclusion, references. Exposition posters may include alternate sections such as program or practice description, evidence for the model or practice, and program outcomes.
  2. Use 16-point lettering or larger for the title, author, and author affiliation.
  3. As a general rule, the content of the poster should be readable from a distance of five feet.
  4. Avoid difficult-to-read fonts.
  5. Be concise in the presentation of content. Avoid wordy descriptions.
  6. Design graphs, charts, and tables to show results. Avoid presenting too many variables on a single graph or chart.
  7. Providing copies of the poster for those in attendance at the poster session of the conference is encouraged.