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Expertise through Experience: Amplifying Autistic Voices Panel Time Afternoon Address - 12:45 PM Presenter/Facilitator Shay-Lyn Porter, MA, LPC Back to Course List < Back About the Course The current shift in autism research, diagnostics, and support is leaning towards a strengths-based, neuro-affirmative approach. However, it's crucial for neurotypical professionals and caregivers to seek guidance from autistic individuals themselves, who are the true experts in this field. To address this, a panel discussion will feature the firsthand experiences of 5 autistic adults, moderated by an autistic therapist. The panel will delve into both the positive and challenging aspects of living with autism, from childhood to the present. The discussion aims to shed light on the unique challenges faced due to developmental differences as well as the personal strengths autism has brought to their lives. The panelists will share insights on helpful and necessary supports, providing valuable perspectives for those involved in the care and education of autistic children. The overarching goal of this panel is to encourage efforts towards improving the quality of life for autistic individuals and amplifying the voices of the neurodiverse community. Objectives Participants will describe relevant ethical issues related to providing neurodiversity-affirming autism supports in homes, schools, therapy clinics and workplaces. Shay-Lyn Porter, MA, LPC Shay-Lyn Porter specializes in working with adolescents and adults with trauma histories, neurodivergence, and addictions. She enjoys helping clients work through a wide variety of challenges and sees clients individually, as couples and families, and in group settings. She is gender-affirming, LGTBQIA2S+ allied, and sex-/kink-positive. A huge nerd, Shay-Lyn loves integrating clients' interests into therapy. She views therapy as a place where clients can feel safe being themselves and can learn to love themselves while fully embodying all that makes them unique. Shay-Lyn is certified in Dialectical Behavioral Therapy, Integrative Somatic Trauma Therapy, and is a Certified Clinical Trauma Specialist, an ASD Clinical Specialist, and an ADHD-Certified Clinical Services Provider. Shay-Lyn works primarily from a therapeutic outlook that integrates trauma-informed, ND-affirming, cognitive interventions and somatic trauma work. Her therapeutic outlook is summarized by the quote: “Knowing that we can be loved exactly as we are gives us all the best opportunity for growing into the healthiest of people.” (Mr. Rogers). She feels honored and privileged to assist clients in their mental health journey and in learning how to love who they are.. Panelists Becky Powers Jake Ramirez Michael Young DeAnne Cuellar liz moseley Speaker Disclosures: Shay-Lyn Porter received a speaking fee for this course. Becky Powers received a speaking fee for this course. Jake Ramirez received a speaking fee for this course. Michael Young received a speaking fee for this course. DeAnne Cuellar received a speaking fee for this course. liz moseley received a speaking fee for this course.

Nurturing Neurodiversity in the Classroom: Strategies for Teachers and Administrators Time AM Breakout Session - 10:00 AM Presenter/Facilitator Dr. Jennifer Cleveland, PhD and Nicolle Reyna, MS, CCC-SLP Back to Course List < Back About the Course Nurturing neurodiversity in the classroom is essential for fostering inclusive and effective educational environments. This session explores the strategies and practices that support neurodivergent students. This lecture focuses on evidence based practices that enhance learning experiences and outcomes for these students while promoting their unique strengths. Key findings reveal that personalized learning plans, flexible teaching methods, and an empathetic classroom culture significantly benefit neurodivergent students. The results underscore the importance of tailored educational strategies and advocate for broader adoption of neurodiversity-affirming practices. These insights provide valuable guidance for educators and administrators seeking to create more inclusive and supportive learning environments for all students. Objectives Participants will list specific areas of support for the differing sensory, communication and social needs of neurodivergent students. Participants will summarize how school administrators and teachers can cultivate a neurodiversity affirming environment in schools. About your Instructors Jennifer Cleveland, PhD Dr. Jennifer Cleveland received her PhD from the University of North Texas. She has worked in various settings throughout her career including community mental health, the pediatrics department at Bronx Lebanon Hospital, and the school health program of Hospital. She has a special passion for evaluations and neuropsychological testing. Dr. Cleveland also spent four years working as a faculty member at Fairleigh Dickinson University (FDU) in New Jersey, where she served as the administrator for a program providing support for autistic college students. She worked for UTSA’s former Counseling and Mental Health Services from 2019 – 2021 when she left to begin private practice. She currently sees adults (including neurodivergent individuals) for therapy in her practice, Sun Psychological. Jennifer served on the executive committee of the Bexar County Psychological Association as their Early Career Psychologist representative in 2021 and 2022, and wrote her first book chapter in 2022 in the book titled, Postsecondary Transition for College- or Career-bound Autistic Students. She joined ACN's clinical team in August of 2023 and has enjoyed serving as a diagnostic team lead since that time. Speaker Disclosure: Dr. Cleveland receives a salary from Autism Community Network. Nicolle Reyna, MS, CCC-SLP Nicolle Reyna received her BA in Psychology from the University of Incarnate Word and her Masters of Science in Communication Disorders from Texas Woman’s University. Nicolle also received her Texas teaching certificate in Special Education in partnership between Region 20 Education Service Center and The University of Texas-San Antonio. She spent 13 years as a special education teacher working with students at the elementary and middle school levels in various classroom settings. After completing her masters in Communication Disorders, Nicolle worked as a Speech-Language Pathologist in the elementary setting for three years where she worked closely with teachers to create a supportive and safe learning environment within the school as well as the classroom. Nicolle joined the clinical team at Autism Community Network in August of 2023 where she is part of the diagnostic team as well as serving as Director of Therapy. Speaker Disclosure: Ms. Reyna receives a salary from Autism Community Network.

< Back ADVOCACY About Advocacy Services Advocacy plays a crucial role in advancing the rights and needs of individuals with autism and their families. Our resource library offers information on community-based and social advocacy, including grassroots organizing, public policy initiatives, and community outreach. We also provide resources on educational advocacy, including strategies for navigating the special education system, securing appropriate educational services, and collaborating effectively with school districts. COMMUNITY BASED & SOCIAL ADVOCACY Disability Rights Texas Statewide Intake 512.454.4816 Web: www.disabilityrightstexas.org 222 W. Braker Ln., Austin, TX 78758 South Texas Regional Office 210.737.0499 6800 Park Ten Blvd., Ste. 208-N, San Antonio TX 78213 Intake hours are from 8AM -5 PM. Telephone number 1.800.252.9108 (Intake Specialist). Advocates for people with disabilities to secure their human, legal, and service rights, and assists them in advocating for themselves for these same rights. Strives to establish and expand rights and services for people with disabilities, to inform all individuals of the rights of people with disabilities, and to inform and refer individuals to programs and services. Texas Council on Developmental Disabilities 512.437.5432 Web: http://www.tcdd.texas.gov/about/governance/ E-Mail: tcdd@tcdd.texas.gov 6201 E. Oltorf, Suite 600, Austin, TX 78741-7509 T he DD Act provides for a Council to be appointed by the Governor of each state to serve as the governing board for the state’s developmental disabilities council. EDUCATIONAL ADVOCACY 101Advocacy 210.722.9974 Web: www.101advocacy.com Sylvia Farber: sfarber@101advocacy.com 101 Advocacy helps families navigate through the special education or 504 processes by educating families on special education/504 laws and their rights, collaborating with parents to get effective educational programs and services from school districts, reviewing the IEP to ensure it is written to meet individual student needs, and assisting at ARD/504 meetings. 101 Advocacy offers bi-lingual advocacy. Brighton Center - Special Education Support Services 210.826.4492 Web: www.brightonsa.org 14207 Higgins,SA TX 78217 265 E. Lullwood, SA TX 78212 SESS is a one-time 3-hour class that includes a meal, childcare, and a SESS Graduation Certificate with 3hr Credits. These are small group clinics designed to address concerns and questions about your child’s ARD/IEP. Please bring a copy of your child’s most current ARD/IEP document. Sessions held at various times and locations throughout San Antonio. Please call for more information. Eagles Flight Advocacy and Outreach 210.960.6635 Web: https://www.eaglesflightsa.com/ 26520 Fire Dance, Boerne, TX 78006 E-Mail: info@eaglesflightsa.com Advocacy provided for Special Education needs. Contact Pam Allen. Girasol Margain 210.826.4492 Web: www.BrightonSA.org Brighton Center, 265 E. Lullwood, SA, TX 78212 E-Mail: gmargain@brightonsa.org Special Education Advocate and Trainer Jennifer Fitzhugh 210.415.6098 E-Mail: jenniferlayne@sbcglobal.net Advocacy/Consulting-Advocacy for families who need ARD support; also, provide trainings for parents and professionals. Juan Hernandez 210.826.4492 Web: www.BrightonSA.org 265 E. Lullwood, SA TX 78212 E-Mail: jhernandez@brightonsa.org Special Education Advocate and Trainer Karla Calla 210.826.4492 Web: www.BrightonSA.org 265 E. Lullwood, SA TX 78212 E-Mail: kcalla@brightonsa.org Special Education Advocate and Trainer Lorene Dill 210.367.5710 Web: www.dillardadvocacy.com E-Mail: Lorene@DillardAdvocacy.com 6058 Crab Orchard, SA TX 78240 Provides consulting and training as well as advocacy services in all areas of special education. Able to attend ARD meetings with parents to help advocate for your Child’s rights; provides parents with information and training to increase their advocacy skills to make informed decisions regarding their child’s education. Partners Resource Network – Team Project – Region 20 409.898.4684 Web: www.partnerstx.org . 1090 Longfellow Dr, Beaumont, TX 77706 SA Independent Living Services (SAILS) 210.281.1878 Web: www.sailstx.org 1028 S. Alamo, SA TX 78210 SAILS provide information and assistance to people of all ages with disabilities and their families to access support systems and promote changes that result in full access to the community. SAILS can also provide information and education on the Americans with Disabilities Act and information on disability rights. Services are available to residents in 28 counties. You may call them for assistance Monday - Friday 8:00 AM to 5:00 PM and you do not have to have an actual doctor diagnoses to be assisted. The Legal Framework 432.561.4332 Web: framework.esc18.net/ Region 18 providing Statewide Leadership for the Legal Framework for the Child- Centered Process in Texas; In collaboration with the Division of IDEA Coordination at the Texas Education Agency; The resource page provides access to documents which are used in the Special Education Process. Special Education Support Services (SESS) 210.826.4492 Web: www.brightonsa.org 14207 Higgins, SA, TX78217 SESS is a one-time 3-hour class that includes a meal, childcare, and a SESS Graduation Certificate with 3hr Credits. These are small group clinics designed to address concerns and questions about your child’s ARD/IEP. Please bring a copy of your child’s most current ARD/IEP document. Sessions held at various times and locations throughout San Antonio. Please call for more information. Previous Next

< Back Kathryn "Katie" Benson, MPA Program and Outreach Liaison Kathryn “Katie” Benson has a Bachelors degree from Florida State University, and a Masters degree in Public Administration with a concentration in Non-Profit Management from the University of Texas Arlington. She spent 14 years total in the public education setting as a special education teacher. Ms. Benson’s other work experiences include volunteer coordinating for San Antonio events, directing and over-seeing productions at a local theatre, and managing community programs at another local non-profit. She is excited to be part of the ACN team, where she can use all of her myriad experiences in one place. In her spare time, Katie enjoys trivia and board games with her family, as well as spoiling her two fur babies. Katie is the proud sister to a neurodiverse adult. katie@acn-sa.org (210) 435-1000

< Back Legacy Giving Secure the future; leave a lasting legacy through giving. Have you ever imagined the impact you could have on the world, even beyond your lifetime? Legacy giving is a powerful way to leave behind a lasting imprint, ensuring that the causes you hold dear continue to thrive for generations to come. What is Legacy Giving? Legacy giving, also known as planned giving, is a heartfelt commitment to support a cause that resonates with you well into the future. By including Autism Community Network in your estate plans, you're building a bridge between your values and the transformative work we do. Why Choose Legacy Giving? Impactful Transformation: Your legacy gift will contribute to sustained change in areas that matter most to you. Perpetuating Your Values: It's an opportunity to uphold your beliefs and create a better world aligned with your vision. Preserving Your Memory: Your generosity will be remembered, and your legacy will inspire others to follow in your footsteps. Financial Benefits: Some legacy gifts offer tax advantages that can benefit your estate and loved ones. How Can You Get Involved? Leaving a legacy is easier than you might think. You can choose from various options, such as bequests, charitable trusts, life insurance policies, and more. It's a personal decision that reflects your values and goals. If you're ready to shape the future through legacy giving, please fill out our legacy giving interest form, and we will set you up with one of our legacy giving partners to help you on your way. Your legacy is a testament to the change you wish to see in the world, and we're honored to be a part of that journey. Let's get started

< Back Adrienne Gaither, OTR, CSIPT, C/NDT Director of Caregiver Empowerment & Occupational Therapist Adrienne Gaither has been a pediatric occupational therapist for over 25 years. She received her degree from The University of Texas Health Science Center at San Antonio and began her pediatric therapy career, eventually gaining experience in every setting available for the provision of children’s occupational therapy services. Adrienne has had the opportunity to serve as a member of ACN’s team since 2009. She holds specialty pediatric certification in the Sensory Integration and Praxis Tests (SIPT) and has completed advanced training in Neurodevelopmental Treatment (NDT) for children as well as in the Sequential Oral Sensory (S.O.S.) feeding approach. Locally, Adrienne had the privilege of serving on the planning team for the development of Morgan’s Wonderland; in particular, contributing recommendations for the Sensory Village portion of the park. In addition to her work with ACN, Adrienne is a part-time Program Director and Sensory Consultant with Kinetic Kids, Inc., a local non-profit agency providing sports and recreation activities for children and teenagers with special needs. When she is not working, Adrienne enjoys life with her husband, 2 children, and 2 dogs, running, singing, and traveling. adrienne@acn-sa.org (210) 435-1000

< Back Pediatric Autism Communication Therapy Improved Long-Term Child Outcomes Catherine Aldred Mar 27, 2023 Despite Autism being an enduring condition affecting 2% of people globally, evidenced intervention to improve the developmental impairments is limited. Paediatric Autism Communication Therapy (PACT) is currently the only scientifically evidenced early social communication intervention to demonstrate long-term improved child social communication outcomes into middle childhood. The PACT intervention has shown long-term improvement of autism core symptoms within randomised clinical trials (RCTs). PACT relatively low-intensity approach is referenced in UK national guidance for the new autism care pathway from pre- to post-diagnosis and education support. The evidence base Within the NICE recommendations for intervention and support for autistic development in early childhood, only two interventions met the evidential criteria set by NICE for inclusion.PACT was one of these (the other was JASPER). These two therapies were described as “social communication interventions” and their evidence was the basis for the NICE recommendation to services to consider social communication intervention for autism intervention. Both these therapies work with parents or teachers, and have evidence to improve autistic children’s social engagement, adaptation, communication, and in the case of PACT, autism symptoms. No other therapies were considered to have evidence of effectiveness. Recent independent reviews (e.g. Sandbank et al 2020) have reached similar conclusions. These findings should therefore guide evidenced commissioning of services in autism. How does Paediatric Autism Communication Therapy work? Parents or caregivers are guided through the six steps of PACT by a certified professional using video feedback techniques delivered in 12 alienate week sessions for six months and monthly maintenance sessions for a further six months. Caregivers send a video of a 10-minute interaction or play with their child to the therapist before each video feedback session. PACT builds on existing skills by sharing and analysing the best video clips identifying new strategies and techniques, summarised in an individual written programme for 30-minute daily practice between sessions. How is PACT different from other interventions? PACT has some unique distinguishing differences from other parent-mediated interventions. Firstly, it is the only intervention to use effective video- feedback methods with parents and caregivers and to use them within a modern developmental science-based model to optimise the social communication environment for the neurodivergent child. Secondly, PACT is the only intervention that has shown long-term sustained effectiveness in high-quality clinical trials in improving child autism outcomes for six years after the end of intervention. The Paediatric Autism Communication Therapy Trial An RCT of PACT delivered pre-school demonstrated significant endpoint effects to reduce symptom severity on ADOS Calibrated Severity Score (CSS) and ADOS-2 total algorithm score (Pickles et al. 2016; Carruthers et al. 2021). At follow-up, six years after the endpoint, treatment effects on child symptoms, adaptive outcomes, and child initiations with a parent were significantly sustained (Pickles et al. 2016). Furthermore, a mechanism study of the long-term impact identifies the ‘active processes’ by which interventions achieve their effects and provides insights into causal processes in development. PACT Trial Methods: Of 152 children randomised to receive PACT or treatment as usual between 2-5 years of age, 121 (79.6%) were followed 5-6 years after the endpoint at a mean age of 10.5 years. Assessors, blind to the intervention group, measured Autism Diagnostic Observation Scale Combined Severity Score (ADOS CSS) for child symptoms and Teacher Vineland (TVABS) for adaptive behaviour in school. PACT Trial Results: The treatment effect on child dyadic initiation with the caregiver (Dyadic Communication Measure for Autism, DCMA) was sustained through the follow-up period. Increased child initiation at the treatment midpoint mediated the majority (73%) of the treatment effect on follow-up ADOS CSS. A combination of midpoint child initiations and the direct effect of treatment also mediated the near- significant effect on follow-up TVABS. PACT Implementation The scalability of early evidence-based intervention is a global health priority. A not-for-profit social enterprise IMPACT CIC (Interaction Methods for Paediatric Autism Communication Therapy), established in 2017, disseminates PACT through a cascading ‘train the trainer’ model and implementation trials. Implementation trials test the feasibility, cultural acceptability and equal easy access to PACT in different contexts, including middle and low- economic settings. PACT video feedback methods are ideally adapted to online videoconference implementation. Pilot testing of online PACT has proved acceptable, feasible and accessible to families; further large-scale trials are in progress. Conclusions: Early social communication intervention can improve child social engagement with long-term generalised outcome effects on developmental. One thousand professionals have received PACT training, cascading PACT in twenty-six countries with six international implementation trials. Implications for autism services PACT is universally acceptable and feasible for implementation in different countries and cultures, enhancing autism care pathways from early identification and pre-diagnostic to post-diagnostic and education support. PACT training is available for professionals with appropriate training and qualifications and a minimum of two years of experience in autism. Please visit the website www.pacttraining.co.uk for more information on PACT training. Previous Next

< Back Engage Gifted and 2e Learners by Embracing Their Tendencies Julie Skolnick Mar 18, 2021 I recently found an old report card. Maybe I should say ancient — it was from the second grade! It would have been funny — the clear statements of my abilities juxtaposed with my distractibility — except that the teacher focused on changing my behavior rather than igniting my intellect. This is the song often sung about gifted and twice-exceptional (2e) learners. Twice exceptional refers to people identified as gifted with a concurrent learning difference or disability. I know all too well the tendency for grownups to feel as though they must wait for behavior to “get under control” before they can challenge or enrich learners. I know this from the countless client individualized education plans, teacher emails, and neuropsychological reports I’ve read, as well as from conversations and consultations with hundreds of parent clients. The first-quarter comments in second grade for me were juxtaposed like this: Julie reads above grade level. Julie needs to challenge her energies and spend more time concentrating on her studies. There are no suggestions to fan the flames of my reading passion or engage my “energies” to develop talent or provide a challenge. The sheer lack of elaboration on my strength is fascinating to me. It felt like it was an “obviously Julie is smart” moment, “we don’t have to address that — it’s the behavior that is the problem.” What a beautiful way to encapsulate the gifted and 2e learner’s experience — where strengths are ignored or overlooked to focus on deficits and behavior. When struggles are magnified and prioritized over strengths, we plant seeds of doubt about the very thing that defines the gifted child’s essence. The following critique turns gifted characteristics on their head, as though having unique and strong opinions about topics is a bad thing. She distracts others. Can be very out-spoken and strong willed. She has the ability to do better. (sic) I actually laughed out loud at that one. Guess what, second-grade teacher? I haven’t changed! The purpose of this article is to share why it’s so important to celebrate and encourage gifted tendencies rather than squelch our gifted and 2e kids’ essence because they are difficult to harness. Can you imagine if I took my teacher’s advice and stopped pushing back or challenging ideas? I certainly would not have become a lawyer, let alone have created a business to challenge and reframe gifted and 2e parenting and education. What I do all day long is push back against systems and teach advocacy to positively reframe and lift up the 2e person’s experience. So often adults try to meld children into someone convenient for them and their adult situation. I’m certain it would have been easier for my second-grade teacher had I conformed . But I ask myself, why would a teacher — who is there to teach — ever want someone to sit and face forward? That child is not learning; that child is ingesting. Gifted and 2e kids, they don’t do that. They devour, and as they chew on ideas, they need to share, push back, and look at the information from multiple angles. This is what is known as critical thinking. This is how learning happens. Ancient rabbis perfected the art of argument. They took one book, the Torah, and they grappled with it from all angles. The more questions and pushback, the better. There is no knowing — until there is debate, critique, conversation, and even quarreling. This should be the paradigm for teaching. It’s how learning sticks. I’m sure teachers are wondering, “But how do you control a class like that?” Gifted and 2e learners are great problem-solvers. Ask them! At the beginning of class, set up the rules. Let them know how you want the class to run and ask them what needs to happen (or not happen) to keep the class under control and relevant. Ask what happens when someone departs from the rules. The same thing goes for gifted and 2e kids in the home. Rather than shutting them down, or shutting them up, lay down rules. Recognize the greatness that is their critical thinking, their questioning, their refusal to take someone at their word. Then give them perspective. Let them know how it feels when they never do anything you ask without a fight. Put it back on them and ask, “How can we make this better for both of us?” Let them solve your problem. Often teachers and parents communicate black-and-white expectations to children whom they wish were more flexible. They set up behavior plans, charts, incentives, and gimmicks to get kids to do what they want — when what gifted and 2e kids deserve is respect for their “energy” and intellect. When teachers and parents take the time to applaud gifted and 2e kids’ natural tendencies, to explain the broader viewpoint of how certain intense behaviors affect others, they gain the learner’s trust. This, in turn, opens up discussion for how to make situations better for all parties. The alternative, critiquing, expecting the worst and ignoring underlying reasons for behaviors, serves to induce anxiety, underachievement, and school- or task-refusal. As a student, because I had a high drive and motivation to please, I ended up partially adapting to my second-grade teacher’s rules. In fact, the final comments on my report card that year demonstrated that I could grin and bear it, doing meaningless and rote work. I’m happy to say, however, that I maintained my gifted gumption. Julie has made tremendous strides in completing her daily assignments. She does however need to channel her energies. Has a tendency to be very outspoken. (sic) Had she asked, I’m sure I would have described better ways to show my knowledge based on my learning. In a similar vein, a client’s 7-year-old son came home from school one day and shared that they were discussing how cars were made. They watched a movie and learned the steps of the assembly line. Throwing his hands up in frustration, this child asked, “Wouldn’t it be more interesting if the teacher asked us to think about what steps it takes to make cars, and in what order and then allowed us to share our thoughts instead of just telling us?” Just taking the time to hear the learner’s thoughts allows them to express their true self and thereby increases resilience when they have something difficult to face. Previous Next

PACT Parent Panel: The Secret Ingredient was ME! Time PM Breakout Session - 2:15 PM Presenter/Facilitator Anna Paola Smith, LCSW, PACT Accredited Provider Back to Course List < Back About the Course Primary caregivers of young autistic children are increasingly searching for effective means of promoting their child’s mental health and socio-communicative abilities while simultaneously honoring their child’s neurodiversity. Research in PACT has told us that neurodivergent children who are met with parents who can attune, who can validate, and who can meet the child where they are, become increasingly confident and communicative as they grow. Parents report PACT support as a “game-changer” for themselves and for their children, and, most importantly, for their relationships with each other. The goal of this panel is for parent’s to share their experience with this new form of autism support, one that addresses the health and empowerment of the entire family system. Objectives Participants will list how PACT strategies support the social intentionality and socio communicative abilities in children, how the approach capitalizes on the modality of reflective video feedback, and how PACT intervention differs from traditional models of autism intervention. Anna Paola Smith, LCSW, PACT Accredited Provider Anna Paola Smith attended The University of Texas at Austin where she received her BA in Psychology and her Masters degree in Social Work. She has had the opportunity to work with children and families in the school, hospital, and clinical settings. Anna Paola's interests lie in family systems and how the development of one child may impact the entire family unit. She started a sibling support group at Autism Community Network to provide siblings a safe space to share their own experiences. Anna Paola also provides routine follow-ups for caregivers after their child receives an autism diagnosis and is a bilingual Pediatric Autism Communication Therapy Accredited Practitioner, supporting families impacted by autism through dyadic coaching. Anna Paola is part of an interdisciplinary diagnostic team that uses a strength-based approach to address the unique presentation of the child and family. Panelists Tracy Saunders Samuel Flores Renee Tomlin (Additional panelists pending.) Speaker Disclosures: Anna Paola Smith receives a salary from Autism Community Network. Tracy Saunders has no relevant relationships to disclose. Samuel Flores has no relevant relationships to disclose. Renee Tomlin has no relevant relationships to disclose.

< Back Jennifer Cleveland, PhD Licensed Psychologist Dr. Jennifer Cleveland received her degree from the University of North Texas. She has worked in various settings (and states!) throughout her career including community mental health, the pediatrics department at Bronx Lebanon Hospital, and the school health program through Montefiore Hospital. She has always loved to work with children and adolescents and has a special passion for evaluations and neuropsychological testing. In 2015 Dr. Cleveland became a faculty member at Fairleigh Dickinson University (FDU) in New Jersey, where she served as the administrator for a program providing support for autistic college students. After four years at FDU, Jennifer decided it was time to get back to Texas and began working at UTSA’s former Counseling and Mental Health Services from 2019 – 2021. She left in 2021 to begin private practice full time where she particularly enjoyed evaluating and providing treatment for autistic adults. Jennifer served on the executive committee of the Bexar County Psychological Association as their Early Career Psychologist representative and wrote her first book chapter in 2022 in the book titled, Postsecondary Transition for College- or Career-bound Autistic Students. She joined ACN's clinical team in August of 2023 and is excited to contribute to the organization. In her free time, she loves going to music concerts with her husband, relaxing with her two teen children at home, reading, travelling, watching any good Netflix series (more recently The Lincoln Lawyer, Triptych, and Suits), and doing SPENGA workouts! jennifer@acn-sa.org (210) 435-1000