Registration Fee: $125
Students, Interns, SLPAs, Parents: $50

A $25.00 handling fee will be charged for all cancellations. No refunds will be given for cancellations made seven days or less prior to the event; however, a credit will be issued toward a future seminar. If you register and do not attend, you are still liable for payment. Substitutions are permitted if SASHA is notified in advance. If cancelled by SASHA full tuition refunds will be issued.​​

2023 SASHA Fall Virtual Live Event


A link to the handouts will be provided when received from the speaker.

2023 SASHA Fall Virtual Live Event

Afternoon Session: 

AAC and Autism: Effective Implementation of Communication Tools and Strategies

Course Description

Participants will learn best practices for determining AAC needs and creating AAC systems for
students with autism. Assessment and implementation tools and strategies will be shared including a Skills Analysis Matrix and Implementation Plan. Informative resources and relevant research will be shared.

About The Speaker

Betsy Caporale, M.S., CCC-SLP - earned her Competency Certificate in Communication Assistive Technology Applications from NASDSE and an Assistive Technology Specialty Certificate in Communication Services from the University of South Florida. She presents nationally and internationally on topics related to Autism and Complex Communication Needs and serves as the Director of Professional Affairs for USSAAC. While working for the Northern California Diagnostic Center she developed and taught an AAC Assessment and Services Certification Course, certifying over 200 speech-language pathologists serving students in educational settings.

Learning Outcomes

The participants will:

  1. Describe a Skills Matrix as an AAC assessment and planning tool

  2. Explain how to use an Implementation Plan to support the use of AAC tools and strategies across settings

  3. Discuss relevant research regarding AAC and Autism

2023 SASHA Fall Virtual Live Event - we are excited to feature two speakers, covering the entire day's duration. Registration grants access to the full day, encompassing both the morning (AM) and afternoon (PM) sessions. Kindly note that registration for individual sessions is not available. In order to receive 6 hours of CEUs for this event, you must attend both sessions.  Partial credit for only attending one session will not be provided.

Ann England and Betsy Caporale receive a speaking fee for their presentation.

Ann England has the following non-financial disclosures:

  • Co-Coordinator of CAPTAIN

Betsy Caporale has the following non-financial disclosures:

  • Serves on the Board of the United States Society of Augmentative and Alternative Communication as Director of Professional Affairs and chair of Education Committee
  • Owner of Augmentative Communication Solutions, LLC

Speech-Language Pathologists and related professions employed in a variety of settings.
General Questions (including event information & membership) email:​

Registration & Conference Payment Information

Afternoon Session ​Agenda/Outline

Best practices for AAC assessment

12:15 - 1:00
Using a Skills Matrix for Students with CCN
1:00 - 1:45


1:45 - 2:00

Implementation of AAC systems of support

2:00 - 3:00
Review of current research; sharing of resources3:00 - 3:20

Questions and Answers, Collection of evaluation and CEU forms

3:20 - 3:30

Morning Session ​Agenda/Outline

What is CAPTAIN and what are EBPs for autism according to the National Clearinghouse on

Autism Evidence and Practice.

Defining Social Emotional Learning (SEL) and the CASEL 5

8:00 - 9:30


9:30 - 9:45

Description of which EBPs for autism that have been shown to be effective to address
each of the five SEL areas: Self-Awareness, Self-Management, Social Awareness, Relationship

Skills, and Responsible Decision-Making and the role of the SLP

9:45 - 11:05
Questions and Answers
11:05 - 11:15


11:15 - 12:15


​Friday, October 27, 2023

​8:00 a.m. - 3:30 p.m.

Registration Is Now Open:

Registration will be capped at 100

Morning Session: 

How to Implement EBPs for Autism to Support Social Emotional Learning (SEL) of Autistic Students and the Role of the SLP

Course Description

This workshop will discuss the five broad and interrelated areas of competence for social emotional learning (SEL) known as the CASEL 5 developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and which EBPs for autism that will ensure equitable access and benefit for the autistic student. The role of the SLP in supporting their students on the autism spectrum will be described and discussed.

About The Speaker

Ann England, M.A., CCC-SLP-L, is the Co-Coordinator of the California Autism Professional Training And Information Network known as CAPTAIN. Ann was the Project Coordinator SELPA Content Lead-Autism from 2018-2023 in partnership with Marin County SELPA that was part of the CA Statewide System of Support to build capacity in California to implement EBPs for Autism with fidelity. Prior to her leadership on the SELPA Content Lead-Autism, Ann was the Assistant Director of the Diagnostic Center, Northern California and had an extensive career in providing training and technical assistance to SELPAs, school districts, charter schools, county offices of education as well as state, national and international professional organizations. Ann was awarded Outstanding Achievement from the
California Speech

Learning Outcomes

The participants will:

  1.  Describe five of the 28 evidenced-based practices (EBPs) for autism as determined by the National Clearinghouse on Autism Evidence and Practice (NCAEP)

  2. Identify publication located the California Autism Professional Training And Information Network (CAPTAIN)

  3. List three EBPs for Autism that have been shown to be effective to address each of the five SEL areas: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making

  4. The participant will explain two ideas of how to collaborate and provide the supports and strategies necessary to ensure that autistic students have equitable and beneficial access to SEL activities​