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1974:15pm %u2013 4:25pmEVALUATING THE IMPACT OF AUTISTIC-LED AUTISM INSTRUCTION FOR EDUCATION PROFESSIONALSDANIEL BATKIN (THE GRADUATE CENTER, CUNY), ASHNA ASHRAF (COLLEGE OF STATEN ISLAND, CUNY), MADISEN CUTLER (COLLEGE OF STATEN ISLAND, CUNY), MICHELLE GUZMAN (COLLEGE OF STATEN ISLAND, CUNY), YASMIN ZAYED (COLLEGE OF STATEN ISLAND, CUNY), MIKAELA ELLIOT (THE GRADUATE CENTER, CUNY), KRISTEN GILLESPIELYNCH (THE GRADUATE CENTER, CUNY, COLLEGE OF STATEN ISLAND, CUNY) Educators have the power to make a positive difference for autistic people from very early on, but are themselves in need of training to learn how to do so. Training delivered by autistic people appears to have the greatest impact. Aiming to evaluate one such training, we found many numerical changes in educator's attitudes toward autism, shifting away from stereotypes and toward neurodiversity-affirming viewpoints. Further research should compare training delivered by neurotypical and autistic instructors.4:30pm %u2013 4:40pmWHAT DO YOU DO WHEN YOU ARE BORED IN CLASS?ASHTON TRICE (JAMES MADISON UNIVERSITY), ANTONIO TOSCANO (JAMES MADISON UNIVERSITY), DAVID MORALES (JAMES MADISON UNIVERSITY), DYLAN FORD (JAMES MADISON UNIVERSITY), JOSHUA MACKENZIE (JAMES MADISON UNIVERSITY) One-hundred-twenty undergraduates responded to questions about their strategies for dealing with boredom in the classroom. Their results were compared to their GPAs and scores of the Short Boredom Proneness Scale. Having no strategies was related to high Boredom Proneness, while going on-line and other \related to low GPAs. Activities related to organization and elaboration correlated with both higher grades and lower Boredom Proneness.197Saturday, March 8