XI LAN

A dedicated professional with expertise in Special Education, Applied Behavior Analysis (ABA), and Augmentative and Alternative Communication (AAC) research. With extensive experience as an instructor, researcher, and ABA supervisor, I have developed a strong foundation in evidence-based interventions, curriculum design, and collaborative research. My work is driven by a passion for supporting individuals with diverse needs, enhancing their learning opportunities and communication abilities. I possess excellent leadership, analytical, and communication skills, with a commitment to fostering inclusive educational environments and advancing research in special education and AAC technologies.

• Leveraging Positive Behavior Supports to Improve Engagement in Virtual Settings, March 2021, September 2021, In the context of COVID-19, schools and institutions were forced to suspend in-person sessions, leading to children with special needs having to undergo rehabilitation remotely. Parents generally report low attention and participation levels of children in remote environments, impacting rehabilitation. This project focused on how to use Leverage Positive Behavior (LPB) to enhance children's participation in rehabilitation training in remote settings, Applied various LPB techniques to improve children's participation in remote rehabilitation training, enhancing rehabilitation outcomes, Led and developed LPB remote teaching methods, improving focus and participation of special education students in remote settings, thereby enhancing rehabilitation effects
• Preliminary Efficacy of Family Implemented TEACCH for Toddlers, August 2019, June 2020, This study investigated the effectiveness of an intervention to support parents and foster skill development in newly diagnosed children with Autism Spectrum Disorder, Implementation of Family-based TEACCH (FITT) intervention showed significant positive differences in parental well-being compared to the control group
• Differences in sensory processing problems between ADHD and NON-ADHD children, March 2019, July 2019, Investigated whether children with ADHD have more significant impairments in their sensory processing systems than non-ADHD children and whether these systems are related to the core symptoms of ADHD. The study also explored whether sensory processing assessments should be included in ADHD evaluations and if training in sensory processing systems could improve core ADHD symptoms, Children with ADHD were found to have more significant impairments in their sensory processing systems compared to non-ADHD children, These systems are related to the core symptoms of ADHD, and sensory processing assessments should be included in ADHD evaluations, Training in sensory processing systems can improve core symptoms of ADHD

• International Conference on Precision Teaching, Behavior Analysis and Education, July 26-27, 2021, Virtual Conference
• 22nd International Conference on Autism, Intellectual Disability & Developmental Disabilities, January 20-22, 2021, Clearwater Beach, Florida
• The International Academic Forum (IAFOR) International Conference on Education, January 6-10, 2021, Honolulu, Hawaii
• National Autism Conference 2020, August 3-6, 2020, Virtual Conference
• National Association for the Education of Young Children (NAEYC) Annual Conference, November 4-7, 2020, Virtual Conference
• National Training Institute (NTI) 2020: Addressing Challenging Behavior, April 21-24, 2020, St.Petersburg, FL
• Council for Exceptional Children Special Education Convention and Expo, January 29-February 2, 2020, Portland, Oregon

BCBA

Autism Spectrum Disorder Certificate

CST Techniques Certificate VS1

Blomberg Rhythmic Movement Training specialist