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Call for Papers - Proposal Submission Form

2016 Rocky Mountain Autism Summit
Denver, CO

Sessions April 29, 2016

FIRM DEADLINE FOR ALL PROPOSAL SUBMISSIONS January 15, 2016
Instructions
Proposal submissions are accepted in Word format only using this form. Please download/save this
form to your computer, then save it as a new file, using the last and first names of the contact
person. If submitting more than one proposal under the same contact persons name, please add
a number at the end of the file name to distinguish multiple proposals. Example: If contact person
is John Smith, filename should be smithjohn1.doc; second proposal should be named
smithjohn2.doc; etc. To enter required information in the Word document, click on the gray boxes
below and type in your text. For check boxes, click to highlight box and then type an x. Dont
forget to save your work.
Please send only one (1) e-mail that includes the completed proposal (all items, A through O) as
an attachment to Mikayla Houser at mikayla@autismcolorado.org
A. Title of Presentation
12 words maximum.

Educating Autism Spectrum Disorder through Creative Facilitation and Art Education Integration
B. Abstract
50 words maximum, appropriate for inclusion in the conference program.

Educating Autism Spectrum Disorder through Creative Facilitation: Exploring the relation of ASD,
artmaking and education via right brain/left brain stimulation resulting in improved coping and
performance. This paper explores the connection between right and left brain triggers pertaining to
creative facilitation methods, art education integration, and the application to the classroom.
C. Learner Objectives
Include one or more learner objectives to be addressed through this presentation.

Audience members:
1. Will understand how creative facilitation can positively affect a students results pertaining to
grade level standards.
2. Will view improved results in communication, expression and logical understanding of subject
matter.
3. Will understand how the creative process is relative to Autism Spectrum Disorder.
4. Will identify creative perspectives pertaining to right brain use and process.
5. Will distinguish the difference between creative facilitation and art education integration.
6. Will understand how to create access to subject matter for all learning styles.
7. Will be able to apply art education principles into lesson plans, daily life routines and grade
level standards.

D. Description
Please provide sufficient information concerning the proposal for reviewers to evaluate its suitability for this
years conference. Please do not simply include an outline, but rather write in narrative form. (300 word
maximum)

Artmaking has proven to be a great improvement avenue pertaining to

Autism Spectrum Disorder. This arts integration method takes a step further and
not only provides students with the qualities of artmaking but offers a connection
or Bridge to other subject areas. Current studies and evidence shows that the
arts, have the ability to provide ASD students with an access point to new;
interests, abilities, and education. Most students affected by ASD are referred to a
visual thinkers, meaning they respond to images, process, and artistic concepts as
a method of cooping, learning and improvement. It is currently being investigated
how using creative facilitation methods can strengthen the academic, social and
physical results of Autism Spectrum Disorder students. As more theories of
educational curriculum rise such as, STEM, CommonCore and even P-20,
implementing creative facilitation may result in the reaching of all grade level
standards. This paper discusses the results of educating Autism Spectrum
Disorder using artistic facilitation, impacts it has on the brain and how to create a
Bridge between right brain and left brain information. Furthermore, when
educating a student affected by Autism Spectrum Disorder, art education
integrated curriculum can:
A.

Help the student achieve the learning objectives of specific subject matter.

B.

Create improved interest rates for students pertaining to academic subjects.

C.

Influence career direction and goal oriented perspectives.

D.

Allow the student to have full access to all learning styles and exposure to multiple
perspectives on a single subject matter.

E.

Help the student achieve more self-directed learning methods and directions, and
personal needs.

E. Bibliography
Please list references that are relevant to the content of the presentation.

Kuo, N., & Plavnick, J. B. (2015). Using an Antecedent Art Intervention to Improve the
Behavior of a Child With Autism. Art Therapy: Journal Of The American Art Therapy
Association, 32(2), 54-59. doi:10.1080/07421656.2015.1028312
Furniss, G. J. (2008). Celebrating the Artmaking of Children with Autism. Art Education,
61(5), 8-12.
Anonymous. (2015). Facts and Statistics. Autism Society. (n.d.). Retrieved September 25,
2015.
Hall, L. J., Grundon, G. S., Pope, C., & Romero, A. B. (2010). Training paraprofessionals
to use behavioral strategies when educating learners with autism spectrum disorders

across environments. Behavioral Interventions, 25(1), 37-51.

White, J. H., Garoian, C. R., & Arizona, E. G. (2010). Speaking in Tongues: The
Uncommon Ground of Arts-Based Research. Studies In Art Education, 51(2), 134-146.
Paul, R. (2011). Sally J. Rogers and Geraldine Dawson: Review of Early Start Denver
Model for Young Children with Autism: Promoting Language, Learning and
Engagement. Journal Of Autism & Developmental Disorders, 41(7), 978-980.
doi:10.1007/s10803-010-1041-8
Isserow, J. (2013). Between water and words: Reflective self-awareness and symbol
formation in art therapy. International Journal Of Art Therapy: Inscape, 18(3), 122-131.
doi:10.1080/17454832.2013.786107
White, B., & Bou, S. (2015). Autism, Art and the World Behind the World: Adventures
in Neurodiverse Communication. Disability Studies Quarterly, 35(1), 12.
Epp, K. M. (2008). Outcome-Based Evaluation of a Social Skills Program Using Art
Therapy and Group Therapy for Children on the Autism Spectrum. Children & Schools,
30(1), 27-36.

F. Target Audience
Check one or as many of the audience groups for whom you feel this session is appropriate.

Educators
Direct Service Providers
First Responders (Police, Fire, EMT, Legal)
Families/Parents - Newly Diagnosed
Families/Parents School Aged Children Pre-K through 6th Grade
Families/Parents Adolescence Middle School through High School
Families/Parents Transition Ages 14 21 High School through
College/Career
Families/Parents Adulthood Ages 18+
Families/Parents Adulthood Ages 40+
Individuals with Autism
Siblings of Individuals with Autism
G. Key Words

List one or more key words that denote the main topic(s) of the presentation.

Art, learning, education, access

H. Presenter Name(s) and Affiliation(s)
Please list your credentials as you would like them to appear. Presenter names will be listed in alphabetical
order in the conference programs.

Rebecca Miller, Blue Ribbon Arts Initiative, LPN, BA, parent, Max Miller, Blue Ribbon Arts
Initiative founder, student, and Ryan Mathews, Blue Ribbon Arts Initiative Arts and
Education Director.

Rebecca Miller: Brain Presentation, the Autistic Mind.

Max Miller: Personal perspective, case study.

Ryan Mathews: Art integration and creative facilitation, Bridge methods and outcomes.
I. Contact Information
Please list the name, address, telephone, fax and email of the contact person for this session. The contact
persons information will be used as the sole contact by the conference planners. The contact person is
responsible for communicating all information with all other presenters as necessary.

Ryan Mathews , 1625 W Elizabeth St, Apt C3 Fort Collins Co 80521

808-222-8245, rmathews@rmcad.edu
J. Mini-Biography
Provide a very short biography of each presenter. (30 word maximum per person)

Rebecca Miller is a nurse, an educator, author and autism mom. Max Miller is the founder
of Blue Ribbon Arts Initiative. Max is 14 years-old, an accomplished author, artist and selfadvocate. Ryan Mathews is an arts and community educator, social practice artist and an
advocate for social justice and inclusion with an emphasis on education and leadership.
K. Past Presentations
List 1-3 recent related presentations/publications by presenter(s).

Being Maxs Mom-Rebecca Miller as well as articles for Autism Speaks; Hello, My Name is
Max and I Have Autism by Max Miller. Max presented to Alpha Xi Delta sorority, has
participated in two podcasts, as well as several public speaking events, advocating for
access and autism acceptance. Ryan Mathews led a professional development seminar at
Rocky Mountain College of Art and Design for K-12 educators on environmental education
integrated curriculum. Mathews presented to City Council of Lakewood, is a stakeholder
on a board for the city of Lakewood and Is a chair for Muralfest 2016 community
interactives and education. Mathews has been selected as a guest lecturer for many
community and educational events. Publications include Denver Post, Rocky Mountain
College of Art and Design, 5280 Magazine.
L. Format

Panel/Symposium
Roundtable (open discussion led by Speaker)
Workshop with Handouts
Lecture Only
Non-Debate Debate! (IF SELECTED, WILL BE ONE OF SEVERAL SPEAKERS ON
SAME TOPIC IN SESSION. LIMITED TIME BY SPEAKER THEN OPEN FOR Q&A
M. AV Requirements

Accepted presentations will be required to utilize only the equipment in the package (podium & LCD). AuSM
will make every effort to accommodate requests outside of the standard package and will assess fees as
they apply. Autism Society of Colorado is unable to provide computers, video equipment or software.

I agree to the AV policy:

x Yes

No

Additional comments: We will be providing an academic poster for display that can
be put up In the vendor marketplace post presentation

N. Recording
Are you willing to have your session audio or video recorded? (The contact person should answer on behalf of
a group of presenters for a joint proposal. Please check with all presenters before answering.)

This presentation may be audio recorded:

This presentation may be video recorded:

Yes
Yes

No
No

O. Contract
By submitting this proposal electronically, it is understood that I have affixed
my signature and agree to abide by all policies and regulations as outlined
above. I agree to present at any time during the conference at which my
presentation is scheduled. I understand that not presenting at the agreed time
and date may result in my not being invited to present at future conferences. I
understand that no payment is given for presentation(s), nor is there
reimbursement for related expenses.
I Agree

I Disagree

Electronic Signature (full name): Rebecca Rose Miller

Date signed: 1-10-2016
Notification
You will be notified in February 2016 as to the status of your proposal.
Thank you for your commitment to participate in the Rocky Mountain Autism Summit. Your
experience, expertise and willingness to share with others are what make our conference a
success.