Skirboll 2026 Event Schedule

Session 1: Feeding, Sleep, and Toileting: Practical Strategies

Presenters: Amanda Wadsworth, BCBA; Kenneth Shamlian, PsyD, ABPP, BCBA-D, DBSM; Steve Fedchak, PsyD

This session will provide a brief overview of common concerns and practical strategies for feeding, sleep, and toileting concerns for children with intellectual and developmental disabilities.

Amanda Wadsworth is a board-certified Behavior Analyst and special education teacher with 25 years of experience working with individuals with neurodevelopmental differences across the lifespan. She is part of the Division of Developmental and Behavioral Pediatrics at University of Rochester Medicine, where she provides behavioral assessment and intervention for children and teens with developmental and behavioral needs. Amanda oversees the division’s toileting clinic where she works with individuals and their families on practical, individualized treatment plans that families can successfully incorporate into their daily routines. She has extensive experience coaching and training parents, caregivers, educators, and other professionals in the implementation of behaviorally based strategies that ultimately improve people’s quality of life.

Kenneth D. Shamlian is a licensed psychologist who is board-certified in behavioral sleep medicine. He is the founder of KDS Psychological Services, PLLC and formerly served as senior faculty in Developmental and Behavioral Pediatrics and Pediatric Sleep Medicine at University of Rochester Medicine. His clinical work and career have focused on children and families with autism, ADHD, developmental disabilities, and complex medical, behavioral, and sleep concerns.

Steve Fedchak is a licensed clinical psychologist and an Assistant Professor of Pediatrics in Developmental and Behavioral Pediatrics at University of Rochester Medicine. His clinical work focuses on the assessment and behavioral treatment of children and adolescents with particular emphasis on pediatric feeding disorders, Avoidant/Restrictive Food Intake Disorder (ARFID), and autism spectrum disorder. Steve’s work includes interdisciplinary assessment and treatment of complex feeding concerns, as well as diagnostic evaluation of autism, ADHD, and related developmental and behavioral conditions. He has a strong interest in translating evidence-based behavioral strategies into practical interventions for children and families that support meaningful and sustainable outcomes.

Session 2: Both Sides of the Table: Navigating Difficult Conversations Between Families and Schools

Panelists: Kristen Love, Ph.D.; Jenna Heerkens, M.S.Ed., SBL/SDL; Jennifer Cardinale, MLS, SBL/SDL; Ashley Schrier; Lindsay Culhane
This panel will discuss common educational challenges systems for children with intellectual and developmental disabilities and communication strategies for caregivers working with schools.

Kristen Love is an Associate Professor (Clinical) in the Teaching & Curriculum Department at the Warner School of Education and Human Development at the University of Rochester. She directs the Early Childhood and Childhood Education teacher preparation programs and contributes to Warner’s work in inclusive and special education. With more than 20 years of experience spanning PreK–12 education and higher education, she brings extensive expertise in childhood education, special education, teacher preparation, and school-based practice. Her work centers on preparing future educators to meet the diverse needs of learners and creating meaningful connections between teacher preparation programs and P–12 schools. Kristen works closely with school and community partners to support district priorities, strengthen clinical experiences, and mentor future teachers.

Jenna Heerkens is a CSE Specialist with the Rush-Henrietta Central School District and has 15 years of experience supporting students with disabilities and their families. She spent more than a decade as a special education teacher and has also served as a mentor, professional learning facilitator, and Extended School Year coordinator. In her current role, she chairs CSE meetings and collaborates with families, educators, and multidisciplinary teams to support meaningful programming for students.Jenna’s connection to special education is both professional and deeply personal. As the parent of a son with a disability who receives special education services, she has experienced the CSE process from both sides of the table, both as an educator supporting families and as a parent advocating for her own child.

Jennifer Cardinale is a Coordinator of Special Education with the Rush-Henrietta Central School District and has more than 20 years of experience supporting students with disabilities and their families. She began her career as a special education teacher, including eight years teaching students with disabilities, before moving into special education administration, where she has served in a leadership role for more than 14 years. In her current position, she supports preschool and school-age special education programming, related services, behavioral supports, and collaboration among families, educators, and multidisciplinary teams. Jennifer is also an adjunct instructor at the University of Rochester’s Warner School of Education, where she teaches courses on inclusive education and instructional practices.

Ashley Schrier is an educator and CSE Chairperson with the Rush-Henrietta Central School District, bringing 13 years of educational experience. In her current role, she supports students, families, and school teams in developing and implementing individualized education programs (IEPs) across grade levels and educational settings. Ashley also brings the perspective of being a parent of a child with disabilities, giving her firsthand experience navigating special education from both sides of the table. Ashley is passionate about building strong family–school partnerships and creating educational experiences in which students with disabilities are understood, supported, and positioned for success.

Lindsay Culhane earned her master’s degree in School Psychology from Niagara University and has dedicated her career to supporting students with disabilities and their families. She spent 17 years as a school psychologist in the Rush-Henrietta Central School District, serving students from preschool through fifth grade. She is currently a Committee on Preschool Special Education (CPSE) Specialist, where she collaborates with families, educators, and service providers to support young children with disabilities and to ensure access to appropriate services and educational opportunities. Lindsay is both a special education professional and the parent of a child with a disability, which together have reinforced the importance of communication, trust, advocacy, and strong family–school partnerships.

Session 1: End-of-Life-Care and Planning in Intellectual and Developmental Disabilities

Presenter: Paul Vermillion, M.D.
This session will provide an overview of considerations and care planning strategies for aging caregivers of people with intellectual and developmental disabilities.

Paul Vermillion is an Associate Professor in the Divisions of Pediatric and Adult Palliative Care at University of Rochester Medicine. He received his medical training at URochester Medicine, including a residency in Internal Medicine-Pediatrics, followed by a fellowship in Hospice and Palliative Medicine. Afterwards he stayed on as faculty, continuing to see adults with general palliative care needs and developing an embedded pediatric neuropalliative care clinic. He is active in medical education and serves as the Associate Program Director for the Hospice and Palliative Medicine fellowship. Besides education, his areas of interest include the medical use of cannabis and improving the person-centered care for individuals with disabilities.

Session 2: Trauma in Intellectual and Developmental Disabilities

Presenters: Amy Bernardoni, Ph.D. and Kaitlyn Ahlers, Ph.D.
This session will discuss what trauma looks like in people with intellectual and developmental disabilities and strategies for addressing trauma.

Amy Bernardoni is a licensed clinical psychologist in the Department of Developmental and Behavioral Pediatrics at University of Rochester Medicine. In addition to providing diagnostic evaluation services, she specializes in the intersection of childhood trauma and developmental disabilities. Her clinical and research interests include the diagnostic differential of autism spectrum disorder vs. early childhood trauma, and understanding unique symptom presentations of post-traumatic stress in children with autism and developmental disabilities. She currently runs a trauma-focused clinic within DBP that provides trauma-focused cognitive behavioral therapy (TF-CBT) and grief-focused therapy to children with autism, developmental disabilities, intellectual disabilities, or expressive language limitations and their families.

Kaitlyn Ahlers is a licensed clinical psychologist and an Assistant Professor of Psychiatry at the Geisel School of Medicine at Dartmouth College. She provides clinical care to youth with intellectual and developmental disabilities and their families at Dartmouth Health in Lebanon, New Hampshire, and specializes in providing mental healthcare to youth on the autism spectrum with co-occurring mental health needs. Kaitlyn’s research focuses on increasing the accessibility and effectiveness of evidence-based practices for autistic youth to address their mental health needs, specifically trauma. She is presently leading an NIH-funded project to study the implementation of Trauma-Focused Cognitive Behavioral Therapy for autistic youth in community-based mental health settings.

Session 1: The Next Chapter: Navigating the Transition from High School to College and Beyond

Presenter: Mary Judge-Diegert, Ed.D.
This session will discuss challenges and successful strategies for young adults with intellectual and developmental disabilities transitioning from high school to college and beyond.

Mary Judge-Diegert is an Assistant Professor (clinical) and the Associate Director of the Center for Disability and Education at the University of Rochester’s Warner School of Education and Human Development. She teaches graduate students in areas including disability, transition, inclusive education, and postsecondary education. Mary earned her Doctor of Education from the University of Rochester and brings more than 30 years of experience in education, disability, transition, and educational leadership. She also serves as Deputy Director of the Inclusive Higher Education Accreditation Council (IHEAC), where she provides national leadership in accreditation and quality assurance for inclusive postsecondary education programs. Mary chairs the Think College National Coordinating Center Accreditation Workgroup and is co-principal investigator on a Department of Education grant for the improvement of postsecondary education.

Session 2: Inclusive Recreation Across the Life Course

Presenters: Adriana Verwey, M.D., M.P.H.; Nienke Dosa, M.D., M.P.H.; Michael Tuller, M.S.Ed.; Avital HaLevi
This session will explore inclusive recreation opportunities in our community for individuals with intellectual and developmental disabilities.

Adriana Verwey is a Developmental and Behavioral Pediatrician and Assistant Professor in the Department of Pediatrics at University of Rochester Medicine. Adriana serves as Associate Director for the Strong Center for Developmental Disabilities, as well as Director of SCDD’s Inclusive Recreation focus area. She is passionate about using systems-level approaches to increase access to inclusive and accessible recreation within our community.

Nienke Dosa is an academic pediatrician with board certification in Neurodevelopmental Disabilities at SUNY Upstate Medical University in Syracuse, New York.  She is medical director of the Spina Bifida Center of Central New York and Access-CNY. Her research focuses on the development and evaluation of community initiatives that promote access to assistive technology and inclusive recreation for children with disabilities. Her work blends research with advocacy. She is inspired by the social scientist Paulo Freire whose writing emphasized “praxis” which is the lived experience that leads us to act together in ways that make for justice and human flourishing.

Michael Tuller is the Founder and Executive Director of Abilities Movement and has dedicated more than 20 years to creating opportunities for people of all abilities to move, participate, and thrive. With a background in Adapted Physical Education, fitness, recreation, and community programming, Michael has spent his career helping remove barriers and build more inclusive environments. Through Abilities Movement, he provides Adapted Fitness Training, Adapted Physical Education consulting, and inclusive outdoor programming while partnering with schools, fitness centers, families, and community organizations. His work is driven by the belief that everyone deserves access to movement, recreation, fitness, and meaningful community engagement.

Avi HaLevi is the Employment Project Specialist and Community Advisory Council Chair at the Strong Center for Developmental Disabilities (SCDD), a University Center for Excellence in Developmental Disabilities (UCEDD) at University of Rochester Medicine. Avi's work centers on employment equity for disabled people. A first-generation college graduate from a rural background, he brings a disability justice framework grounded in both lived experience and formal training— holding dual bachelor degrees in Sociology/Anthropology and Disability Studies focus, and an MFA in Industrial Design from RIT. Avi is a former LEND Fellow and a current Jay Birnbaum Leadership Program member, and continues to build advocacy infrastructure across state and community councils supporting disabled workers and self-advocates.