Full Course Description
Developing Social-Emotional Skills & Self-Regulation in Students: Narrative Intervention for Long-Term Academic, Personal & Social Success!
Program Information
Objectives
- Articulate the relevance of storytelling to the English Language Arts (ELA) state standards and how storytelling meets IEP and curriculum goals.
- Analyze the types of storytelling and their connection to social-emotional development in students.
- Employ tools to assess and document the development of students’ narrative structure, coherence, vocabulary, and linguistic elements.
- Analyze the relationships between setting, plot, character traits, social-emotional skills, self-regulation, self-identity, and problem solving.
- Utilize age-appropriate literature to help students connect emotions/behaviors/mental states of characters to self to promote self-regulation.
- Apply strategies to support inferential thinking by relating emotions and mental states to events.
- Facilitate students’ recognition of characterization, plot, and theme in fictional stories, autobiographical narratives, and life stories.
Outline
The Relevance of Storytelling to ELA State Standards
- The 4 related domains of state standards
- Meet IEP goals and interventions while supporting curriculum goals
- Instructional strategies to promote language and literacy skills
The Relevance of Storytelling to Social-Emotional Development
- Support classroom curriculum while meeting students’ needs
- Social-emotional skills
- Self-regulation
- Self-identity
- Self-determination
- Problem solving
Types of Storytelling and Connection to Social-Emotional Development
- Fictional
- Personal/autobiographical
- Life stories
- Cultural variations and impact on narratives
Stages of Narrative Development and Development of “Self”
- Physical – Emotional attachment and shared emotions
- Social – Attention, intention, and communication
- Cognitive – I/You perspective, sense of self, reference to self
- Representational – Talking about the past
- Narrative – Stories of me/others, past/future, worlds outside this one
- Cultural – Stories of us in the world
A Window into a Student’s Ability to Construct a Story
- Rubrics to evaluate narrative structure, coherence, vocabulary, and linguistic elements
- Existing assessment tools and level of scaffolding provided
- Personal, fictional, and life story narratives: Case examples ages 8-20
Strategies to Develop Detailed and Coherent Stories
- Story grammar that builds coherent narratives and elements that affect characters’ behavior and self-regulation
- Ways to help student recognize mental states in characters, themselves, and others (Theory of Mind)
- Connecting emotions/behaviors/mental states of characters to self to promote self-regulation
- Vocabulary and syntax necessary to express connections between mental/emotional states and behaviors/events
- Literature that triggers reminiscing
Strategies to Develop and Integrate Life Stories
- Role of characterization in life stories
- Using biographies/autobiographies to understand characterization
- Identification and development of themes
- Support inferential thinking for “why events occurred” and “why characters reacted”
Target Audience
- Speech-Language Pathologists
- Speech-Language Pathology Assistants
- Special Education Teachers
- Special Education Directors
- General Education Teachers
- Reading Specialists
- Learning Disabilities Specialists
- School-Based Personnel
- School Psychologists
- School Counselors
- School Social Workers
- Other helping professionals who work with elementary through high school students
Copyright :
02/21/2020
Children with Adverse Childhood Experiences (ACEs): Interventions for the Caregiver & Child
Program Information
Objectives
- Determine the effects of adverse childhood experiences on children’s language and social-emotional development
- Develop caregiver-child interventions that promote attunement/affect management
- Implement strategies to promote resiliency and language for personal narratives/self-regulation
Outline
ACEs and Development
- Types of ACEs
- Biological/neurological effects
- How attachment mediates trauma
- Autobiographical memory
- Narratives in parents & children who have experienced ACEs
- Framework for intervention
Interventions that Promote Attunement/Affect Management
- Goals for caregiver intervention
- Recognizing temperaments
- How children respond to danger
- Using mindfulness and mindsight in responding to children’s behaviors
Promote Resiliency for Personal Narratives and Self-Regulation
- Aspects of self-identity to develop
- Childhood competencies to development
- Characteristics of reminiscing
- How to reminisce
- Develop child’s emotional understanding: emotion coaching, reading body cues, recognizing emotions in stories
Target Audience
- Physical Therapists
- Occupational Therapists
- Athletic Trainers
- Speech/Language Pathologist
Copyright :
07/31/2020
Screen Time, Learning, & Communication in the 21st Century
Program Information
Objectives
- Determine the benefits and risks of screen time and why some persons are at increased risk or negative effects of screen time
- Formulate why children with developmental disabilities are more at risk for the negative effects of screen time
- Utilize strategies and resources for managing screen time and alternatives to screen time that meets each child’s unique needs
Outline
Screen Time: Risks and Benefits
- Positive benefits
- Concerns regarding screen time
- Multitasking and continuous partial attention
- Health concerns
- Violence and games
- Effects on memory and learning
- Social media
- Mental health
- Addiction
Children with Higher Risk for Negative Effects
- Developmental disabilities
- Factors in choosing appropriate media
- Children’s environmental sensitivities
Strategies for Managing Screen Time and Alternatives
- Context: technoference
- Content: engagement, active involvement, meaningful, social
- Meeting each child’s unique needs
Target Audience
- Physical Therapists
- Occupational Therapists
- Athletic Trainers
- Speech/Language Pathologist
Copyright :
07/31/2020