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Friday, October 5, 2018

Supports for Students with ASD, Emotional Disturbance, and other Behavior Challenges

Miles City
November 1st.

1. Discuss how to design interventions based on assessment data.
2. Plan IEP's that include the logistics of service and how to target skills across the day.
3. Consider how instructional control impacts therapy and progress.
Round table discussions
 
Lunch is on your own, and will be available at the County Club, 6 renewal units will be available.
 
Presented by Lorri Coulter & Chelsea Phipps, Consultants for the OPI Montana Autism Education Project.
 

Early interventions, explained

Here’s what researchers know about early intervention.

What are the main types of early intervention?
ABA is the most popular of the therapies offered early in childhood. ABA now refers to a broad group of therapies that use reward to encourage and reinforce a set of skills.

One such treatment, the Early Start Denver Model (ESDM), applies the techniques of ABA during play to help a child express feelings, form relationships and speak. By facilitating positive interactions, the therapy is designed to help the child build social-emotional skills alongside cognition and language.

Another leading intervention based on ABA, called pivotal response treatment (PRT), is also applied during play. It targets pivotal areas of development, such as motivation and self-management, rather than specific skills. This approach teaches a child how to respond to verbal cues. For instance, when a child requests a toy, the therapist or parent asks the child to name the toy; the child gets the toy once she complies.

Other treatments based on ABA target specific skills.

Read more here at Spectrum.

PECS Level I and II Registration Now Open


October 29/30           Great Falls - Level 2*
November 1/2            Billings - Level 1
December 3/4            Kalispell - Level 2*
December 5/6            Missoula - Level 2*

​​(Training locations to be determined. *You must have attended a PECS Level 1 training to attend a Level 2 training.)


The Picture Exchange Communication System (PECS) is used to rapidly teach communication skills to those with limited functional speech.  Training in PECS begins by teaching a spont​aneous request and goes on to teach additional communicative functions such as responding to questions and commenting.  Participants will learn how to implement the six phases of PECS, plus attributes, through presenter demonstrations, video examples and role-play opportunities.   

CEUs: 12 OPI renewal units. ASHA CEUs are not available.

PECS Level 1 Training: 

This intensive two-day training is designed to teach participants the theory behind the Picture Exchange Communication System (PECS) and the protocols for how to appropriately implement the six phases of PECS.

PECS Level 2 Training: Prerequisite: PECS Level 1 Training

This two-day training focuses on creating lessons and activities to promote communication throughout the day. Beginning with a review of the Pyramid Approach to Education as it relates to PECS, we guide you in refining your PECS implementation and discuss current challenges you have experienced within the six phases.


NOTE:  EACH ATTENDEE MUST BRING THEIR OWN COPY of the Second Edition PECS Training Manual to the training. Manuals may not be shared among attendees.  You will NOT be admitted to the training if you do not bring an individual copy of that manual.


You can register here. 

Wednesday, October 3, 2018

Ph.D. candidate April Boin Choi looks to identify ways to increase early detection of autism in infants.

As a possible pathway to earlier diagnosis, Choi is examining forms of communication, specifically hand gestures. Although researchers have long studied gesturing in preverbal children, less is known about gesturing in high-risk populations. Working in the Boston Children’s Hospital Lab of Cognitive Neuroscience, directed by Professor Charles Nelson, Choi has been able to study a cohort of infants at high risk for developing autism.

“We found that high-risk infants produce fewer gestures, and that infants with fewer gestures at age 1 were later found to have more language difficulties by age 2 and were more likely to receive autism diagnoses,” says Choi.

Even in the hands of a skilled clinician, says Nelson, reliably diagnosing autism in children under two years of age is next to impossible. “April has convincingly shown that before the infant’s first birthday they are already showing early motor signs of the disorder,” he says. “If April’s work can be replicated with a larger sample size and perhaps in low-risk infants as well, it may well pave the way for clinicians to identify infants who will develop autism before their first birthday.”

Read more here.

Quashing sex bias in autism research calls for participant rainbow

In 2010, a group of psychologists pointed out that behavioral researchers overwhelmingly rely on participants from Western, educated, industrialized, rich and democratic societies — what they termed a ‘WEIRD’ sample — to draw conclusions about human characteristics1. They demonstrated that theories drawn from this subpopulation may not apply to the rest of the world. In fact, they contend that results from these samples often represent outliers.

In autism research, much of our knowledge is similarly drawn from a WEIRD population. But there is further ‘weirdness’: For far too long, autism researchers have assumed that what they’ve learned from males applies to people of other sexes and genders.

This is perhaps understandable given the history of the field. Initial reports of autism were primarily in boys, and researchers have long considered autism a male-dominant condition. In the past two decades, the consensus has been that the ratio is four or five boys for every girl diagnosed.

But work over the past 20 years points to a lower ratio for the condition. For example, a meta-analysis published in 2017 showed that in prevalence studies that rely on direct assessment in the general population instead of on clinical or educational databases, the ratio falls to 3.25-to-1 or so2. Studies of younger siblings of children with autism have similarly revealed that in this group, there is a 3.18-to-1 ratio3.

Read more here at Spectrum.

Save The Date(s) - STAR Trainings

The OPI Montana Autism Education Project is planning a series of STAR trainings across Montana in the spring of 2019. The STAR Program teaches children with autism the critical skills identified by the National Research Council.

The ABA (Applied Behavior Analysis) instructional methods of discrete trial training, pivotal response training and teaching functional routines form the instructional base of this comprehensive program for children with autism.

Tentative* dates are:

Kalispell: March 4-5
 
Missoula: March 6-7
 
Sidney: March 26-27
 
Billings: April 8-9
 
Great Falls: April 10-11
 
Registration will open in late January/early February.
 
 
* Pending approval of the State Superintendent

Archived Webinar - Self-Injury and ASD – Updates

Listen to this Q&A as Lauren Moskowitz discusses self-injury and other challenging behaviors.

View the archived webinar here at the Autism Research Institute.

Autism and Wandering Resources

A short video about autism and wandering.

Wandering Prevention Resources from Autism Speaks.

An Investigator's Package with specific questions on page 3 of a subsection that educators should have when contacting law enforcement.

Other resources on wandering (elopement.)



Does prenatal Tdap vaccination increase autism risk for infants?

This new study, however, sought to assess whether there was a link between prenatal Tdap vaccination and development of ASD. Researchers studied more than 109,000 mothers at Kaiser Permanente Southern California hospitals between 2011 and 2014. The children of the vaccinated mothers were followed for several years, and ASD was diagnosed in 1.6% of the children of mothers vaccinated during their pregnancies.

The report reveals that the incidence of autism diagnoses declined throughout the study period, from 2% to 1.5% in children of mothers who were not vaccinated during pregnancy, and from 1.8% to 1.2% in mothers who did receive the vaccination. Overall, researchers note, the incidence of ASD in the vaccinated group was 3.78 per 1000 person-years compared with 4.05 per 1000 person-years in the unvaccinated group.

“We found no evidence of increased risk for ASD diagnosis associated with Tdap vaccination during pregnancy,” the report concludes.

Read more here in Contemporary Pediatrics.

Tuesday, October 2, 2018

Devising spectrum of tests for different types of autism

One of the biggest challenges in studying autism is the condition’s heterogeneity. By definition, each person with autism has difficulties interacting and communicating with others and engages in repetitive and restricted behaviors. But the nature and severity of these features vary significantly. This diversity represents a major hurdle for developing treatments for individuals on the spectrum.
Most studies ignore this diversity and instead focus on what makes people with autism different from a ‘neurotypical’ control group. No single psychological or neurobiological feature has emerged that characterizes all people with autism1. Rather, there appear to be distinct subtypes of the condition that vary in their cognitive profile, underlying biology and prognosis.
This variability means that subgroups of people with autism may need different treatments. A certain treatment may be effective for a subtype of the condition, but clinical trials that include people of all subtypes may not pick up on its benefit.

Webinar - Strengthening Working Memory (Executive Function) in the Early Years: Designing Environmental Scaffolds and Child-specific Interventions

November 07, 2018, 11:00 am CST

Executive functioning, an important area of growth during the early childhood period, is critical for school readiness and success. This webinar will focus on strengthening working memory, an essential component of executive functioning. The session will present easy-to-use environmental scaffolds, growth-promoting instructional experiences and child-specific interventions woven into the daily routines to promote working memory in all young children, including those who have or at risk for developmental delays.
FREE

LEARN MORE & REGISTER

2018 MYTransitions/MAR Conference

November 14-16, 2018

Best Western Heritage Inn, Great Falls, MT


Webinar - Technology at School & Home for Students with Autism

10/9/2018, 3:30pm EST

We often hear that we live in a digital age in which there's an app for everything. While there is no question that recent technology has dramatically changed our day-to-day lives, how has it changed how we teach and learn? As we support our students and children to become independent in a digital world, how are we making sure that they have the technological tools and skills to be successful? This session will give a brief overview of what we know about how technology can best be used to increase learning. We will also look at how technology fits in with other evidence-based practices to maximize instruction and independence.

Register here. 

Thursday, September 20, 2018

OAR Hosts Webinar on Autism & Sexuality

Monday, October 15, 2018
2:00 p.m. - 3:00 p.m. ET


The Organization for Autism Research (OAR) will be hosting a free webinar on the topic of sexuality on Monday, October 15, at 2:00 p.m. ET featuring Peter Gerhardt, Ed.D., OAR Scientific Council chairman and executive director of the EPIC School (Paramus, NJ), and Amy Gravino, M.A., president of A.S.C.O.T. Consulting. They will provide an overview of the many challenges associated with sexuality and sexuality education for those with autism spectrum disorder (ASD) and offer recommendations as to the role individuals with autism, their families, and the professionals who support them need to play in this complex and important area of adult life.
Register to attend the webinar and participate in the Q&A session.

Spectrum Autism Podcasts



















Subscribe here. 

Wednesday, September 19, 2018

Webinar - Self-Injury and ASD - Information and Q&A

 Tune in at 1:00 p.m. Eastern Time (U.S.), Wednesday, Sept 26th 
Join Dr. Lauren Moskowitz for this as she discusses self-injury and other challenging behaviors. Review Dr. Moskowitz's previous talk on positive strategies for addressing anxiety and OCD and more are available on our webinar site. Visit the ARI webinar site.

Lauren Moskowitz, Ph.D., is an Assistant Professor of Psychology at St. John's University. 



Monday, September 17, 2018

A blood test for autism? Not so fast, experts say

A new study suggests that its results could lead to a simple test for some children with autism, but statisticians say the test — even if validated — could not be used to screen for autism in the general population.
The study, published Thursday in Biological Psychiatry, says about 17 percent of children with autism have unusual proportions of amino acids — the building blocks of proteins — in their blood1. A test that looks for these molecules correctly identifies nearly 94 percent of this subgroup of children.
However, those results only hold because of the study’s statistical design, experts say. In the general population, the test’s accuracy would be less than 8 percent.

Reinforcement Strategies











Find good descriptions and examples of other reinforcement strategies here. 


A video showing Differential Reinforcment procedures. 


This video defines and gives examples of different types of reinforcers. The video also describes the proper way to deliver reinforcers and provides suggestions to ensure that reinforcers maintain their interest to the child.

The 411 on Disability Disclosure: A Workbook for Youth with Disabilities

This workbook is designed for youth and adults working with them to learn about disability disclosure and help them make informed decisions about whether or not to disclose their disability and understand by considering how that decision may impact their education, employment, and social lives. Based on the premise that disclosure is a very personal decision to be made by young people themselves, the workbook helps young people think about and practice disclosing their disability.

Research adds heft to link between autism and obesity


Nearly half of American children with autism aged 10 to 17 are overweight or obese, compared with less than one-third of their typically developing peers, according to a new study1. And those with the most severe autism features appear to be at the greatest risk of being obese.
After controlling for race, ethnicity, income, age and sex, the researchers estimate that children with autism have 1.48 times the odds of being overweight, and 1.49 times the odds of being obese, compared with their typical peers.
Among autistic children, those with severe autism traits — based on parent reports — are more than three times as likely to be obese as those with milder traits. This subset of children may be at increased risk of obesity because they tend to be less active and have more restricted diets than other autistic children
Read more here at Spectrum. 

Thursday, September 13, 2018

Autism 101: Parenting advice from total strangers




.Click here to view the video

Webinar - Self-Injury and ASD - Updates

Wed, Sep 26, 2018 11:00 AM - 12:00 PM MDT

Find more information here.

Autism Treatment Evaluation Checklist (ATEC)

A major obstacle in autism research has been the lack of a valid means of measuring the effectiveness of various treatments. Over the years, researchers have published hundreds of studies attempting to evaluate different biomedical and psycho-educational interventions intended to benefit autistic children.

Much of this research has produced inconclusive or, worse, misleading results, because there are no useful tests or scales designed to measure treatment effectiveness. Lacking such a scale, researchers have resorted to using scales such as the Childhood Autism Rating Scale (CARS), the Gilliam Autism Rating Scale (GARS), or the Autism Behavior Checklist (ABC), all of which were designed to diagnose autism- to tell whether or not a child is autistic--and not to measure treatment effectiveness.

The Autism Treatment Evaluation Checklist (ATEC) was developed by Bernard Rimland and Stephen M. Edelson of the Autism Research Institute, to fill this need.

The ATEC is a one-page form designed to be completed by parents, teachers, or caretakers. It consists of 4 subtests:
I. Speech/Language Communication (14 items);
II. Sociability (20 items);
III. Sensory/ Cognitive Awareness (18 items); and
IV. Health/Physical/Behavior (25 items).

Read more here at the Autism Research Institute.

Some conditions tend to accompany autism in pairs

Children with autism are more likely to have both sleep problems and constipation than would be expected based on the prevalence of each of those conditions. Young autistic children are also unexpectedly likely to have both sleep and eating troubles.

The findings come from a large study of autistic children aged 17 months to 17 years who visited a network of autism clinics in the United States between 2010 and 20161. The researchers analyzed how often any of 12 conditions that commonly affect people with autism occur together in these individuals.

Read more here at Spectrum.

Rebooting Becky’s brain

An electrical brain implant all but erased the obsessions that had consumed Becky Audette, years after her autism diagnosis. Could similar implants help other people with severe autism?

Read more here at Spectrum.

Webinar: Janine LaSalle describes gene-environment interactions in autism

We invite you to join us for the next Spectrum webinar on Wednesday, 19 September, 3-4 p.m. EDT. Janine LaSalle will discuss possible gene-environment interactions underlying autism.

The webinar will be followed by an audience Q&A.

Reserve your spot for this webinar now. Register
here with Spectrum.

Wednesday, September 5, 2018

Webinar - Beginning the Conversation: Criminal Justice and Autism Spectrum Disorder

October 4, 2018 at 1:00 p.m. EST

This webinar will provide an overview of the intersection between autism and the Juvenile and Criminal Justice System., how characteristics of Autism Spectrum Disorder (ASD) are sometimes implicated in people engaging in behaviors that reach the level of criminal offense and the vulnerabilities of people on the spectrum once inside the system. The webinar will finish with resources and strategies to prevent contact with the legal system. 

Archived Webinar - The Importance of talking about sex - the elephant in the room

Sexuality is a natural part life for all people. However, people with developmental disabilities, family members, and professionals often feel unprepared to discuss this subject with each other. This webinar explains why it is important for people, parents, and families to talk about sexuality and healthy intimate relationships. 

Our presenters will discuss common misperceptions and myths people have about people with I/DD and sexuality; what a healthy, relationship looks like and how you can help support people to have healthy relationships; and how to prevent abusive relationships or leave bad relationships. Our presenters will also discuss ways you can start discussing this subject with people with disabilities in your life.

View the webinar here at The Arc. 

What is Applied Behavior Analysis?

Behavior analysis focuses on the principles that explain how learning takes place. Positive reinforcement is one such principle. When a behavior is followed by some sort of reward, the behavior is more likely to be repeated. Through decades of research, the field of behavior analysis has developed many techniques for increasing useful behaviors and reducing those that may cause harm or interfere with learning.
Applied behavior analysis (ABA) is the use of these techniques and principles to bring about meaningful and positive change in behavior.
Find a guide to ABA here. 

Cues Club - Helena

Located in Helena, Cues Club and Teen Chat social interaction classes offer small group social settings for children who struggle to read non-verbal and verbal social cues, understand other’s perspectives, and adapt to people around them.

Social learning opportunities are available for children and teens of many types of learning challenges and abilities with solid cognitive and language skills:
  • Autism Spectrum Disorders – Type 1 and 2
  • Asperger’s Syndrome
  • Social Communication
  • Semantic-Pragmatic Disorder
  • Oppositional Defiant Disorder
  • Gifted and Talented
  • Non-Verbal Learning Disorder
  • Learning Disabilities
  • ADHD/ADD
  • Bipolar
  • Undiagnosed
Concepts from Social Thinking® and other similar methodologies are incorporated to address a variety of aspects of social interaction.

Inconsistent prevalence estimates highlight studies’ flaws

The lore about autism is that prevalence rates are rising — leading many people to call it, misleadingly, an ‘epidemic.’ Even among scientists, many assume that the largest prevalence estimates are the most accurate.
But epidemiologists know that the prevalence depends greatly on the methods used in the study.
In January, for example, the National Health Interview Survey in the United States reported an autism prevalence of 2.76 percent in 2016, up slightly from 2.24 percent in 2014. However, a 2014 survey of 8-year-olds by the U.S. Centers for Disease Control and Prevention (CDC) reported a lower prevalence, at 1.69 percent. And preliminary data from a 2012 survey of 8-year-olds in South Carolina suggested a higher estimate: 3.6 percent.
What may not be obvious is that these studies varied greatly in their design, which contributed to the varying estimates of prevalence, says Eric Fombonne, professor of pediatrics at Oregon Health and Science University.
We asked Fombonne about how a study’s design influences prevalence — and in many cases, inflates the estimates.

Courageous Conversations: Uniting Parents, Educators & Healthcare Providers - Bozeman

When:
September 29, 2018
Time: 9:00am - 4:00pm

Where:
Bozeman Health Conference Center - Meadowlark & Bitterroot Rooms

Cost:
This is a free event.

What the Conference Will Cover:
  • Forging Meaning: When Parenthood Suddenly Looks Totally Different Than What You Imagined.
  • Understanding the Emotional Health of Special Need Parents and the Role of Self-Compassion in the Well-being of Parents & Professionals.
  • Effective Communication Strategies for Better Health Outcomes
  • Parent and Professional Panel Discussion

Recorded Webinar - Assistive Technology: What It Is & How to Use It

This webinar with Elizabeth Barry and Tina Hanson from the PACER's Simon Technology center describes the fundamentals of AT, and how to incorporate them into your child's life to enhance learning and creativity.

View the webinar here. 

Recorded Webinar - Integrating Assistive Technology into Adapted Physical Education to Achieve Healthy Outcomes

This webinar with Scott McNamara, PhD, gives participants a chance to learn about adapted physical education (APE) and why it is important for students with disabilities to receive APE services. The webinar covers a variety of APE subjects, including: a review of some of federal laws that define and mandate APE; how to effectively advocate for services; and how assistive technology can positively impact services. Mr. McNamara also discusses a variety of assistive technology devices for a wide range of disabilities, and how to use them. For example, he presents on apps specially designed to help students with disabilities be active, the use of communication devices to communicate effectively in a physical education setting, and the use of specially designed equipment for specific sports

View the webinar here. 

Do You See What I See? The Perception of Bullying in Male Adolescents with Autism Spectrum Disorder

Abstract

Although there is evidence to suggest that adolescents with autism spectrum disorder (ASD) have difficulty interpreting complex social situations, little is known about their understanding of bullying. Given the high rates of victimization in this population, it is important to investigate how adolescents with ASD comprehend bullying. Male adolescents with ASD and IQ-matched typically-developing (TD) controls (Mage = 14.62, SD = 1.91) watched six videos portraying bullying scenarios and were interviewed after each video. The interviews were coded for the participants’ understanding of the bullying scenarios. Results indicated that adolescents with ASD had significantly lower bullying understanding scores than TD adolescents. These novel findings suggest that male adolescents with ASD understand bullying differently than their TD peers. Implications for experiences with victimization are discussed.

Video Game Helps Kids Understand Experiences Of Peers On The Autism Spectrum



A new game developed by Carnegie Mellon University students is helping elementary schoolers understand what life is like for kids on the autism spectrum. 
Created by the university’s Entertainment Technology Center, Prism uses its animal characters as allegories for the challenges those with autism face.
The game begins in a lush, 3-D forest teeming with animals and scored with whimsical music. Players take on a fox character, and to save your home from a flood, you must work with the other animals to build a dam across the river.
Because foxes are nocturnal animals, parts of the game set during daylight are designed to be overwhelming, Daniel Wolpow, a graduate student at the center and the game’s writer and producer, said.
When things become overwhelming in the daylight, players can press F to howl.
CREDIT ENTERTAINMENT TECHNOLOGY CENTER / CARNEGIE MELLON UNIVERSITY
At certain points, the screen fills with light and the music becomes distorted, but players can soothe themselves by howling. Wolpow said this situation represents how people with autism can cope with sensory overload.

Tuesday, September 4, 2018

Missoula Adult Asperger Support Group Schedule and Room Change thru 5/16/2019


Date
Start
End
Building
Room
Status
9/6/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
9/13/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
9/20/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
9/27/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
10/4/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
10/11/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
10/18/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
10/25/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
11/1/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
11/8/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
11/15/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
11/29/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
12/6/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
12/13/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
12/20/2018 Thu
4:30 PM
6:00 PM
2nd/Conf Rm 215
Confirmed
12/27/2018 Thu
4:30 PM
6:00 PM
2nd/Conf Rm 215
Confirmed
1/3/2019 Thu
4:30 PM
6:00 PM
2nd/Conf Rm 215
Confirmed
1/10/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
1/17/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
1/24/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
1/31/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
2/7/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
2/14/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
2/21/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
2/28/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
3/7/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
3/14/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
3/21/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
3/28/2019 Thu
4:30 PM
6:00 PM
2nd/Conf Rm 215
Confirmed
4/4/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
4/11/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
4/18/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
4/25/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
5/2/2019 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
Confirmed
5/9/2019 Thu
4:30 PM
6:00 PM
2nd/Conf Rm 215
Confirmed
5/16/2019 Thu
4:30 PM
6:00 PM
2nd/Conf Rm 215
Confirmed