Center Event Calendar

Michael's Cafe Golf Tournament

Location:  Country Club of Maryland, 1101 Stevenson Lane, Towson, MD 21286

Please join Michael's Cafe as they host a charity golf tournament to benefit Kennedy Krieger Institute. The event will be held Monday, June 4th at the Country Club of Maryland in Towson, MD. The event is hosted by Michael's Cafe and will raise money to support the children and young adults who are served at Kennedy Krieger Institute.

Special Education Law and Communicating with Culturally Diverse Parents of Exceptional Children

Presenter:
Alyssa Navarrete, Esq, and Mirian Ofonedu, Ph.D., LCSW-C

CEUs/Category:
3.0 Cat. 1 CEUs   

Part 1: Special Education Law

This workshop will cover an overview of special education law and additional protections provided to students under Maryland law. The presenters will provide an overview of Maryland State Department of Education guidance and technical assistance bulletins and share online special education law resources.

This workshop is designed to help you:

Understanding Autism: Providing Support for Individuals with Autism

Presenter:
Dr. Jennifer Zarcone, Ph.D

CEUs/Category:
3.0 Cat. 1 CEUs   

This workshop is for a general audience focusing on the challenges associated with supporting individuals with autism spectrum disorders. Training includes background in the prevalence, etiology and diagnosis of autism as well as a description of the core features. Applications to behavioral and educational support for children and adults with autism will be discussed as well as resources for families, educators, and support agencies.

Applied Behavior Analysis (ABA) in the Classroom: An Introduction for Interdisciplinary Staff

Presenter:
Dr. Jennifer Zarcone, Ph.D

CEUs/Category:
6.0 Cat. 1 CEUs

This one-day workshop provides participants with an introductory overview of the basic theory of applied behavior analysis, as it pertains to teaching new behavior, reducing problem behavior for children with a variety of developmental and intellectual disabilities. This training is for professionals who are or will be working with children with developmental disabilities but do not have a strong behavioral background.   

Functional Assessment and Intervention for Problem Behavior

Presenter:
Dr. Jennifer Zarcone, Ph.D

CEUs/Category:
3.0 Cat. 1 CEUs

This training focuses on methods for interdisciplinary team to conduct  a Functional Behavioral Assessment (FBA) to evaluate problem behavior in children. Based on the results of an FBA, a function-based intervention and behavior plan can be developed and implemented in home, community, and school settings. The training includes emphasis on antecedent-based strategies and effective use of positive reinforcement for the promotion of adaptive skills. 

2018 Summer Learning Series

Maryland Center for Developmental Disabilities
2018 Summer Learning Series:

Connecting Home, School and Community

Digital Resource Round-up: Child Depression & Anxiety Resources

Written by the 2018 CILSE Fellows:
Thomas Fare, Brooke Horney, Molly O’Brien & Ketia Stokes
 

Program Information

SOCIAL:

Bowling at Bowlmor in Bethesda

Bowlers always have time to spare! Join us monthly, for a fun night out of bowling, food, and friends.  All are welcome.

Bowling Event Dates:

Mark McIntosh,'s picture

The siblings relationship of adolescents with and without intellectual disabilities.

The sibling relationship of adolescents with and without intellectual disabilities was examined. Participants were 70 sibling dyads--each dyad was comprised of one 12-year old adolescent with (N=23) or without intellectual disabilities (N=47). Sibling relationships, behavior problems, and social skills were assessed using mother reports. Results revealed three findings. First, for typically developing adolescents, mothers reported more warmth in the sibling relationship for opposite sex dyads.
Author: 
Blacher J
Mark McIntosh,'s picture

Longitudinal perspectives of child positive impact on families: relationship to disability and culture.

This study examined mothers' perceptions of the positive impact of having a child with an intellectual disability. Trajectories of positive impact from 7 time points were developed using latent growth modeling and 2 predictors: culture (Anglo, Latino) and child disability status (intellectual disability, typical development). Data were from 219 mothers of children from age 3 to 9 years. Growth trajectories reflected a general decline in positive impact on Anglo mothers.
Author: 
Baker BL
Mark McIntosh,'s picture

Mothers of children with developmental disabilities: stress in early and middle childhood.

Using a sample of 219 families of children with (n=94) and without (n=125) developmental disabilities, this study examined the longitudinal perspectives of maternal stress in early (ages 3-5) and middle childhood (ages 6-13) and its relationship to mothers' and children's characteristics. Multivariate latent curve models indicated that maternal stress remained high and stable with minimal individual variation in early childhood, but declined with significant individual variation in middle childhood.
Author: 
Marcoulides GA
Mark McIntosh,'s picture

One-to-One Assistant Engagement in Autism Support Classrooms.

Classroom assistants and one-to-one assistants are an important part of the staffing structure of many autism support classrooms. Limited studies, however, have examined how one-to-one assistants spend their time in the classroom. The purpose of this article was to examine the percentage of time one-to-one assistants were engaged in instruction or support of students with autism and to determine the factors associated with their engagement. Direct observations were conducted in 46 autism support classrooms.
Author: 
Mandell DS
Mark McIntosh,'s picture

Concerns of parents and teachers of children with autism in elementary school.

Many consensus guidelines encourage parents and teachers to openly communicate about their concerns regarding their children. These guidelines attest to the importance of achieving consensus about what issues are most critical and how to address them. The purpose of this study was to examine whether parents and teachers (1) agree about their concerns for their children with autism and (2) when given the opportunity, whether they discussed these concerns. Participants were 39 parent-teacher dyads of children with autism in kindergarten-through-fifth grade autism support classrooms.
Author: 
Mandell DS
Mark McIntosh,'s picture

Parent and Teacher Concordance on the Social Responsiveness Scale for Children with Autism.

There are inconsistent findings regarding parent and teacher agreement on behavioral ratings of their children with autism. One possible reason for this inconsistency is that studies have not taken autism severity into account. This study examined parent and teacher concordance of social behavior based on symptom severity for children with autism. Participants were 123 parent-teacher dyads who completed the Social Responsiveness Scale. Symptom severity was assessed using the Autism Diagnostic Observation Schedule (ADOS).
Author: 
Mandell DS
Mark McIntosh,'s picture

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving.

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD.
Author: 
Sheridan SM

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Bradley L. Schlaggar, M.D., Ph.D., Named President and CEO of Kennedy Krieger Institute

We’re thrilled to welcome Bradley L. Schlaggar, M.D., Ph.D., to the Kennedy Krieger family as our next President and CEO.
Learn more.

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A free resource that provides access to information and support for individuals and families living with developmental disabilities.