Full Course Description
Different... Not Less | Live
Join Temple as she shares insight from the latest edition to Different… Not Less. In this interview-style keynote, she will explore the extraordinary potential of those on the autism spectrum, along with strategies to help them tap into their hidden abilities!
Program Information
Objectives
- Apply strategies to help clients overcome adversity and developed self-confidence, including finding an invaluable mentor.
- Determine the skills necessary for employment that aligns with your client’s unique abilities and career interests.
- Solve challenges related to forming and maintaining meaningful long-term relationships.
Outline
- The Extraordinary Potential of Those on The Autism Spectrum
- Help Clients with ASD Tap into Their Hidden Abilities
- How Clients with ASD Can Live Full Lives with Meaningful Relationships and Careers
Copyright :
04/22/2021
The Neuroscience of Safety: The Transformative Impact of the Polyvagal Theory on Supporting Children on the Autism Spectrum | Live
Join Dr. Stephen Porges, the developer of Polyvagal theory (PVT)—also known as the neuroscience of safety—as he offers a paradigm shift in autism intervention.
You’ll learn that the behaviors you frequently observe are the tip of the iceberg. That we must go below the waterline to reveal the most important treatment goal for all individuals: the neuroception of safety as evidenced by physiological state regulation. You’ll learn the best strategies for down regulating threat and defensive reactions by shifting the individual’s state to that of calmness with feelings of safety leading to accessibility and spontaneous social engagement.
Dr. Porges will present new ways to conceptualize and write treatment goals that are respectful of the child’s (and parent’s) nervous systems, leading the way to improved communication, relational satisfaction, and joy. Autism treatment that includes an appreciation of the body, the physiology of parent and child.
Through research and an understanding of the science, this workshop presents cutting edge integration of neuroscience into autism support, providing new, emerging applications and offering hope and a new focus on the neuroscience of safety to autism treatment.
Program Information
Objectives
- Apply the lens of the Polyvagal theory in appreciating the adaptive nature of behaviors in children diagnosed with Autistic Spectrum Disorders.
- Differentiate between viewing and manipulating surface behaviors and addressing the upstream causes of behaviors across diagnostic categories of the DSM.
- Determine how the process of neuroception is a guiding principle for treatment planning and treatment techniques.
Outline
- Understanding Behaviors as Adaptations of the Autonomic Nervous System: A Paradigm Shift
- Problem with targeting surface behaviors; Know the problem in order to shift the strategies: Case study
- The Neuroscience of Safety
- How the PVT helps us “look inside” the nervous system
- The guiding principle of neuroception and how it can help clinicians
- Individual Differences and Tailoring our Support for Individuals with Autism and their Families
- Looking under the skin to understand that autonomic state influences reactivity and sociality.
- Identifying strategies to retune autonomic state and shift hypersensitivity to social receptivity.
- Difference between passive and active pathway interventions
- Safe and Sound Protocol - a passive pathway intervention that harnesses the neuroception of safety
- Safety is Treatment and Treatment is Safety: Practical Tips
- How the neuroscience of safety helps us plan treatment goals
- Examples and principles of neural exercises and how they apply the ‘vagal brake’ to calm and promote resilience.
- The Power of Play
- Play to exercise the neural pathways of safety with activation in a safe way
- Research documenting how acoustic cues of safety reduce hypersensitivities.
Target Audience
- Addiction Professionals
- Case Managers
- Dieticians
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Nurses
- Nursing Home/Assisted Living Administrators
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/22/2021
Sensorimotor Interventions to Improve Social, Emotional, and Cognitive Functioning: Neurological Approaches for Children and Adolescents with Autism | Live
Join author and expert Varleisha Gibbs PhD, OTD, OTR/L, as she teaches you how to skillfully apply strength-based sensorimotor interventions for improving social, emotional, and cognitive function in children with Autism Spectrum Disorder (ASD).
Drawing on the latest research in neuroscience, Dr. Gibbs will guide you through the underlying neuroanatomical connections to help you better select and develop appropriate interventions.
You’ll learn:
- Activation of the Vagus nerve, music and movement techniques, and breathwork for emotional regulation and social participation
- New self-regulation and mindfulness techniques to support arousal levels along with new assessments and treatments to organize daily interventions
- Environmental modifications to support optimal function of children with autism
Dr. Gibbs will share techniques from her books Self-Regulation and Mindfulness (PESI Publishing & Media, Summer 2017) and from her latest book on Trauma Treatment in ACTION (PESI Publishing & Media, 2021).
Program Information
Objectives
- Demonstrate the neurological connection to the various sensory strategies for treating children and adolescence diagnosed with autism.
- Employ treatment techniques such as mindfulness, activation of the Vagus nerve, music and movement, and respiratory-based techniques to improve client level of functioning.
- Integrate environmental modifications to support optimal function of children with autism.
- Assess the cause and effect of intervention techniques as they relate to neurological function.
Outline
- Variations in the Presentations of Autism
- Impact on appropriate selection of intervention
- Looking at the duality of function and dysfunction
- Neurological connections to emotions and sensorimotor function
- Tools for Assessing:
- Areas of strength and areas revealing potential for growth
- Environment and context to identify opportunities for adaptation and modification
- Arousal levels assessment tool: Concrete method used for daily schedules and to organize daily interventions
- Neurological Connection to Treatment Planning
- Sensorimotor strategies to address the individual needs of children and families
- Adapt and modify activities and the environment to support the child’s needs
- New interventions for vestibular, interoception, proprioceptive, auditory, smell and vision work
- The Self-Regulation & Mindfulness program
- Addressing primitive reflexes
Target Audience
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/22/2021
A Practitioner's Guide to Autism Assessment: A Strengths-Based Approach | Live
Have you ever worked with a child or adolescent and noticed that treatment wasn’t progressing as expected? Or perhaps you noticed a developmental concern, and you suspected Autism Spectrum Disorder (ASD), but didn’t know what to do next?
Join Rebecca Sachs, PhD, ABPP, and Tamara Rosen, PhD, and learn how to skillfully use specific screening and assessment-based tools and strategies for:
- When ASD is suspected and you feel stuck
- Understanding and treating challenging behaviors that may be impacting treatment
- Confidently communicating ASD concerns to other professionals and parents
- Making effective and appropriate referral
- Incorporating screening and assessment results into tailored interventions
By incorporating this knowledge and using skills that you already have, you will be able to support your client’s underdeveloped areas while also harnessing their strengths!
Program Information
Objectives
- Utilize appropriate screening tools when ASD is suspected.
- Conduct a functional assessment of challenging behaviors associated with ASD, a co-occurring condition, or both.
- Determine the information required to make an appropriate referral for evaluation or services when ASD is suspected.
- Utilize specific interventions and modifications informed by screening and assessment results.
Outline
- Assessment and Screening Through a Neurodiversity Lens
- Profile and how brain works differently
- Identifying strengths
- Needed supports to promote independence & valued living
- Collaborative assessment driven approach
- Screenings that all providers can use
- Functional Behavioral Assessment
- Diagnosis isn’t the main issue
- Current behavior is important to address
- Once function of behavior is identified, what next?
- How to encourage more helpful behaviors, regardless of diagnoses and environment
- Cases examples using Motivational Assessment Scale
- When Screening Shows ASD... Now What?
- Types of referrals to make and why they are so important
- Psychoeducation resources
- Therapy
- Understanding elements of a good provider with ASD expertise
- How to Broach the Topic of ASD to Families: Role-Play
- Earlier diagnosis -> earlier intervention -> better trajectory
- Educational identification vs medical diagnoses
- System challenges: Time to get to a proper evaluation
- Age of receiving diagnosis and acceptance
- Racial and economic disparities: Social justice and equity lens
- Gender differences
- How long it takes to get ASD diagnosis
- Help parents process acceptance and address ambivalence
- Discomfort/ambivalence in relaying diagnosis
- Integrating strategies for:
- Social Communication
- Restricted and repetitive behaviors (RRB)
- When attention is the function
- When escape is the function
- Role-plays incorporating a combination of the above
Target Audience
- Licensed Professional Counselors
- Social Workers
- Psychologists
- Psychiatrists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- Teachers/School-Based Personnel
Copyright :
04/22/2021
Early Intervention for ASD: Building Rhythms in Relationships through DIR® | Live
Rhythms in life are present in many forms, and for children and families, these rhythms are most present within their interactions and daily life. Yet, a child with ASD may have difficulty with rhythmicity due to underlying sensory processing and motor challenges, which impacts synchrony within relationships.
Looking through a Developmental, Individual, Relationship-based® (DIR) lens, Stacy Rosello, MA, OTR/L, will teach you why rhythms are important to early intervention for autism. You’ll learn strategies and tools to help foster and match rhythms between the child and caregiver. Attend and you’ll learn how to:
- Recognizes the unique neurobiological profiles of the child and caregiver
- Help the caregiver understand the idiosyncratic characteristics and subtle nuanced signals of their infant, toddler or preschooler
- Match child and parent rhythms within their interactions and teach the caregiver how to respond sensitively and to adapt contingently
By embedding rhythms into routines and rituals, the child adapts and becomes empowered, driving development. In time, these meaningful experiences create connectedness and cherished family bonds.
Program Information
Objectives
- Theorize the reasons why achieving rhythm in a relationship for a child with ASD may be difficult.
- Use DIR strategies to support rhythmicity and “synchrony” in interactions to foster relationships in a child with ASD and caregiver.
- Create rhythmicity within relationships to build routines and rituals that foster family bonding.
Outline
- Why Rhythms are Important to ASD
- Rhythms in life, relationships, family life, and routines and rituals
- Build Rhythms in Relationships Using DIR®: The Developmental Entry Point For Intervention
- Help the child move up the developmental ladder (Developmental)
- The unique neurobiological profiles of child and caregiver (Individual Differences)
- Emotional connectedness and forming rhythms between child and caregiver (Relationship-Based)
- Tailor sensory affective interactions to “match” rhythms in relationships
- Pace, position, responding to affect signals, emotional tones, and social bids
- Rhythms in Daily Life: From Regulation to Reflective Thinking
- A trajectory of developmental growth and richer emotional connectedness
- Strategies to drive developmental integration
- Foster cherished family bonds across the lifespan
Target Audience
- Case Managers
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Nurses
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/22/2021
Child-Centered Approaches to Effective Autism Treatment: Practical Strategies that Clinicians & Educators Can Use Right Away! | Live
All behavior is communication, and when it comes to figuring out what children on the autism spectrum are trying to say, autism expert and author Jim Ball, Ed.D., BCBA-D, has the answers
Offering a unique look at behavior through the child's perspective, Dr. Ball will teach you strategies help to reduce challenging behaviors, including:
- Figuring out why a child is engaging in a specific behavior
- Building an effective child-centered intervention plan
- Teaching individuals on the autism spectrum how to change their behavior
Stressing how behavior changes start with the caregiver, you’ll learn strategies to build your “behavior-investigator” skills, which are essential to create effective intervention plans.
Dr. Ball’s philosophy is to help individuals on the spectrum, not to change who they are. To help them uncover, see and understand their strengths while shaping their unwanted challenges.
Register today!
Program Information
Objectives
- Employ 3 motivation techniques to assist an individual on the autism spectrum in the learning process.
- Use 3 specific teaching techniques that will assist an individual on the autism spectrum in the learning process.
- Design an individualized teaching program that will assist an individual on the autism spectrum in the learning process.
Outline
- Seven Core Strategies for a Successful Program
- Functional Communication and Motivation
- Function of Behavior and Plan Development
- Evidence Based Positive Approaches
Target Audience
- Case Managers
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Nurses
- Nursing Home/Assisted Living Administrators
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/23/2021
Pathways to Regulation with Leah Kuypers M.Ed., OTR/L: The Latest Evolution to the Zones Framework | Live
Join Leah Kuypers M.Ed., OTR/L, creator and author of The Zones of Regulation® as she shares the latest evolution to The Zones framework while outlining a concrete pathway to foster regulation skills in individuals with Autism Spectrum Disorder.
Leah will teach you how to apply the Zones, including:
- Integrating a visual structure and a common language to support co-regulation
- A stepping-stone approach to the development of independent regulation
- Hands-on strategies that make self-regulation and emotional-management less abstract and simpler for all to navigate
You’ll leave Leah’s session with resources for additional learning and skills-building, including the interactive learning tool, Navigating the Zones.
Program Information
Objectives
- Construct how the Zones of Regulation® framework can be taught as cognitive pathway to foster regulatory skills in clients.
- Determine essential elements and considerations when implementing The Zones of Regulation® framework with target populations.
- Teach clients to individualize their own tools for self-regulation.
Outline
- Setting The Stage to Regulation
- Developing a Solid Foundation
- What are The Zones of Regulation?
- Key Concepts/Principles of The Zones
- Building a Pathway to Regulation
- Notice: Situation/Triggers
- Assess: How do I feel/What Zone am I in?
- How do I manage it?
- Tools to Utilize
- Problem Solving Strategies
- Reflection
- Navigating The Zones of Regulation®
- Steps of The Zones Pathway
Target Audience
- Case Managers
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/23/2021
No More Autism Meltdowns: Strategies to Deescalate Meltdowns and Reduce Anxiety | Live
Individuals with Autism Spectrum Disorder often present with behavioral challenges that make it difficult for them to regulate their feelings. Their frequent meltdowns can hold a family and therapeutic progress hostage and force everyone to walk on eggshells. In this session, you’ll learn how best to understand these moments of dysregulation and manage one’s own emotions in order to get better outcomes with children.
Join autism expert Jed Baker, Ph.D, and learn concrete strategies to deescalate meltdowns in the moment, design effective behavior plans to prevent these moments, and reduce frustration and anxiety are covered in depth.
Program Information
Objectives
- Apply how best to think about challenging behaviors to insure better outcomes.
- Justify when traditional discipline can be effective and when it makes things worse.
- Determine ways to de-escalate and soothe out of control emotions and meltdowns.
- Employ effective strategies to deal with overwhelming anxiety that causes individuals to avoid situations.
- Execute prevention plans to reduce avoidance and frustration.
- Develop strategies to teach children effective ways to get attention.
Outline
- Managing Your Own Emotions Before Your Client’s Behaviors
- Research on hope and attributional style of teachers and parents
- The limits of traditional discipline
- How to think about challenging behaviors to insure better outcomes
- Crisis Management
- De-escalating meltdowns though distraction/soothing
- Identifying the 7 Common Triggers to Frustration and Anxiety
- Internal issues
- Sensory challenges
- Lack of structure
- Demanding tasks
- Unexpected changes/delays/disappointments
- Threats to self-esteem
- Lack of desired attention
- Prevention Plans for Each of the 7 Common Triggers
- Ways to reduce avoidance and frustration
- Strategies for waiting or accepting when the answer is no
- Strategies to teach effective ways to get attention
Target Audience
- Addiction Professionals
- Case Managers
- Dieticians
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Nurses
- Nursing Home/Assisted Living Administrators
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/23/2021
Theory of Mind: Therapeutic Implications for Clients with Autism Spectrum Disorder | Live
Because individuals on the autism spectrum have Theory of Mind (ToM) deficits, they struggle with pragmatic interaction skills, organized and coherent conversations, engaging in appropriate turn-taking, and inferring what others might do, think and feel. To address their social/communication deficits clinicians must discern their ToM abilities.
Join internationally renowned expert Carol Westby, PhD, CCC-SLP, as she guides you through:
- Current research on neural bases for emotional understanding and theory of mind
- Developmental stages of theory of mind from infancy through adolescence
- Assessment and intervention implications for ToM deficits and how to intervene with infants through school-age children
Given the role of Theory of Mind (ToM) in social and academic functioning in persons with autism and the rapid increase in our understanding of the neurological and environmental factors that contribute to ToM, it is important that we recognize delays and deficits in ToM.
REGISTER TODAY!
Program Information
Objectives
- Utilize current research on neural bases for emotional understanding and Theory of Mind to inform intervention.
- Assess and describe the developmental stages of ToM from infancy through adolescence and implications for assessment.
- Evaluate the therapeutic implications of ToM deficits in children and adolescents with autism.
Outline
- Types of Theory of Mind Deficits (ToM) and Neurological Bases for the Deficits
- ToM Deficits: Developmental Factors to Assess, Implications for the Deficit, and How to Intervene
- Infancy/toddler – attachment, gaze following, reading emotional cues
- Preschool – pretend play, emotional vocabulary
- Kindergarten/early elementary – perspective taking; autobiographical memory; future time travel/self-regulation
- Later elementary and beyond – social emotions; lies/sarcasm; personal life stories
Target Audience
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/23/2021
Motivational Interviewing for High-Functioning Autism in Adulthood: An Insider’s Perspective | Live
Join autism expert Sean Inderbitzen, APSW, MINT, as he teaches you—from an insider’s perspective— how to use Motivational Interviewing techniques (MI) with your adult clients on the autism spectrum.
In this rare opportunity, Sean will guide you through MI techniques that will help your clients improve:
- Anxiety and depression
- Social pragmatics
- Communication
- Self-esteem
- Emotion identification
- Intrinsic motivation
- “Black” and “white” thinking
- Navigating ambiguity
- Find what changes to pursue
- Resistance to change
Learning effective techniques from a clinician on the spectrum, will give you the essential skills and perspective you need to help your clients overcome the treatment obstacles that can impede the therapy they desperately need.
Stop feeling frustrated, ineffective and perpetually stuck at square one in therapy—REGISTER TODAY!
Program Information
Objectives
- Justify the importance of using person-centered strategies with ASD patients.
- Utilize MI to integrate understanding of pragmatic language skills, motivation and depressive symptoms.
- Employ MI strategies such as flipping the righting reflex, menu of options type questions and OARS to treat anxiety and depression in adults with HFA.
Outline
- Motivational Interviewing (MI) and ASD: What the Research Says
- Matching developmental freedom and personal autonomy: Activity
- Recommendations for balancing safety and autonomy
- Person-centered strategies and their impact on patients with ASD
- Feedback Informed Treatment (FIT) and MI
- MI Techniques for Improving Pragmatic Language
- Exercise on social pragmatics and depression (Thomas Gordon’s process)
- Case study: Social pragmatics and meaning making
- Social pragmatics and its affect on self-esteem and motivation
- Help clients navigate ambiguity
- Decreasing “black” and “white” thinking patterns
- Increasing clients ability to identify reasons for change and build motivation
- Responding to change talk in HFA
- Hacks for social pragmatics
- MI Strategies for Treating Anxiety and Depression
- Recognize “black” and “white” thinking patterns
- Open-ended questions, Affirmations, Reflections and Summaries (OARS)
- Cultivate change talk for motivation: Case example
- OARS real play activity
- Flipping the righting reflex demonstration
- Evoking confidence for change in HFA: Exercise
- Menu of Options – using closed-ended questions
- MI risk and limitations in ASD population
Target Audience
- Addiction Professionals
- Case Managers
- Dieticians
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Nurses
- Nursing Home/Assisted Living Administrators
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/23/2021
Social Skills Intervention for Individuals on the Autism Spectrum: Helping Clients Overcome Today’s Obstacles in Social Skills | Self-Study
In this video session, autism expert Jay Berk, PhD, will provide valuable insight into the unique social skills challenges faced by children, adolescents, and young adults with autism in today’s world relating to the pandemic, emergence from the pandemic, digital impact on social skills acquisition, and challenges associated with co-occurring disorders, such as social anxiety.
Attend and learn how to adeptly teach your clients with autism how to:
- Navigate social interactions online and in person, in any setting
- Use “in person” approaches from “on-line” responses to social situations
- Effectively manage their preservation of high interest areas
- Reduce misinterpretation of social cues
- Understand appropriate/inappropriate content for discussion topics
Dr. Berk will explore Code Switching, i.e. understanding how environments change related to online, in person, small group, individual and other aspects for daily interactions.
Register today!
Program Information
Objectives
- Determine the unique challenges faced by children and adolescents in today’s digital and pandemic world.
- Choose the best strategies to implement upon return to school or their clinical setting.
- Design strategies for use when obstacles arise in social skills acquisition.
Outline
- The Unique Social Challenges Clients with Autism Face Today
- The pandemic and digital world’s impact on social skills acquisition
- Specific skills individual with autism need to learn in this new world
- Social Skills Strategies to Help Clients with Autism:
- Navigate social interactions online and in person, in any setting
- Use “in person” approaches from “on-line” responses to social situations
- Effectively manage their preservation of high interest areas
- Reduce misinterpretation of social cues
- Understand appropriate/inappropriate content for discussion topics
Target Audience
- Case Managers
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Occupational Therapists
- Occupational Therapy Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
03/09/2021
Sexuality and Sexual Behavior Challenges for Individuals on the Autism Spectrum | Self-Study
Join Cara Daily, PhD, BCBA, as she guides you through sex education topics geared specifically towards those on the spectrum, including—puberty, dating, sex, masturbation, stalking behaviors, pornography and other challenging topics for those with ASD. You’ll learn the top 10 reasons those with ASD engage in inappropriate sexual behaviors and the best strategies to help them engage in more appropriate sexual behaviors.
Program Information
Objectives
- Determine the function of inappropriate sexualized behaviors.
- Utilize developmentally appropriate interventions to teach clients with ASD how to engage in appropriate sexual behaviors.
- Propose strategies to assist clients in navigating challenging social interactions focused on dating and sex within the ASD population.
- Implement strategies to promote positive sexual health in the ASD population.
Outline
Reasons Why Inappropriate Sexualized Behavior Occurs
- The role of ASD severity
- Sensory and social issues
- Psychopharmacological effects on sexualized behaviors
- The history of poor sex education and what should be taught
Understanding Puberty
- Body awareness and exploration of self
- Stages of puberty
- Hygiene and sexual health
Teaching Dating and Sex
- Break down the steps of dating and sex
- Use of visuals and social stories
- Special Interests and sex
Exploring What is Appropriate in Masturbation and Pornography
- Differences in lower versus higher functioning individuals
- Structured visual schedules to teach more appropriate behaviors
Reducing Indecent Exposure and Stalking Behaviors
- Determining the function of these behaviors
- Tools to gradually decrease inappropriate sexual behaviors
Navigating other clinical considerations
- LGBTQ statistics and ASD
- Strategies to reduce inappropriate screen use
Target Audience
- Licensed Clinical/Mental Health Counselors
- Nurses
- Occupational Therapists
- Occupational Therapy Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
03/02/2021
Clinical Virtual Reality (VR): New Technologies for Treating Autism Spectrum Disorder, ADHD, Cerebral Palsy, and Sensorimotor Impairments | Self-Study
Virtual Reality (VR) has now emerged as an efficacious tool in many areas of assessment, treatment, and rehabilitation in children and adults!
Join Albert “Skip” Rizzo as he walks you through how VR technology creates controllable, multisensory, interactive 3D stimulus environments while offering clinical assessment and intervention options that are not possible using traditional methods. This session provides exemplars of how VR can be used across a range of childhood health conditions including Autism Spectrum Disorder, ADHD, Cerebral Palsy, sensorimotor impairments, and more! The capacity of VR to create emotionally evocative and cognitively engaging embodied experiences makes knowledge of its use in clinical care essential for 21st Century clinicians!
Program Information
Objectives
- Defend the rationale for the use of VR in the assessment and training of cognitive, motor and psychological health conditions in children including those with autism, ADHD, Cerebral Palsy, and sensorimotor impairments.
- Argue how recent advances in the creation of virtual humans can be used in clinical applications for training healthcare providers and for various patient-facing applications like social skill training.
- Support the rationale for the use of VR in the assessment and rehabilitation of a wide range of clinical disorders including, Phobias, PTSD, Alzheimer's, Stroke, and addictions.
- Choose technology applications for clinical use with children, not simply by knowing of specific applications, but by understanding what features and potential added value they may provide.
Outline
Introduction to Virtual Reality (VR)
- Definitions and Rationales
- Immersion and Interactivity
- Theoretical/practical rationale for clinical VR
New Tools for Clinical Treatment, Training, and Research – Cases Examples
- VR in the assessment and treatment of cognitive, motor and psychological function
- Autism, ADHD, Cerebral Palsy, and sensorimotor impairments
- VR Exposure Therapy for Anxiety Disorders, PTSD
- VR distraction approaches for pain management and discomfort reduction
- VR motor and cognitive function assessment and rehabilitation
- Intelligent virtual humans for role play training for social skills and building relationships
- Limitations of the research and potential risks
The Future of Clinical Virtual Reality Across the Lifespan!
- Technology
- Costs
- Marketplace
- Growing Clinical and Scientific Community
Target Audience
- Licensed Clinical/Mental Health Counselors
- Social Workers
- Psychologists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapists Assistants
- Teachers/School-Based Personnel
- School Administrators
Copyright :
03/08/2021
Autism Intervention Using a Trauma-Informed Lens: Creating a Foundation of Safety & Trust to Promote Self Awareness & Problem Solving | Self-Study
Since the Covid-19 Pandemic began, children across the country and the world have experienced significant changes within their homes, schools, and communities. Interactions with family members, teachers, therapists have suddenly shifted, and become unfamiliar, resulting in less productive opportunities for learning and growth.
Children with autism are especially vulnerable to negative impacts, as they work to process complex emotions and implement successful coping strategies in their new environment. Through the development of a trusting relationship, children with autism can begin to gain the co-regulation skills necessary to develop self-awareness, and ultimately empower independent problem-solving and self-monitoring skills. The initial development of trust and positive regard within a relationship is crucial when supporting emotional advocacy and communication skills.
Program Information
Objectives
- Choose the trauma-informed lens as an approach to supporting growth areas for children with autism.
- Determine critical elements for building a safe therapeutic and educational environment when working with children with autism.
- Implement a variety of strategies to support self-awareness, emotional advocacy, and problem solving in children with autism.
Outline
- Trauma-Informed Practice: Brief Overview
- Trauma Response/Window of Tolerance
- Emotional regulation and school impact
- Academic and cognitive impact
- Background on the Critical Challenge Areas of Autism
- Trauma impacts and autism growth areas: similarities
- Child development and learning joint attention
- Breaking down executive function
- Creating a Foundation of Safety and Trust
- Setting up for success: expectations
- Motivation: Avoiding the trap of a relationship based on reinforcement
- Making Demands vs Using Declarative Language
- The power of being vulnerable: Making mistakes in a safe space
- Problem Solving and Resilience Strategies
- Opportunities for new learning: Small steps
- Effective implementation of visuals:
- Emotional Vocabulary (Color Palette)
- Emotional Thermometer
- Self-Monitoring Scales
- Cause and Effect Relationships: Problem Solving Pathways (SOCC Table)
- Collaborative communication with families
Target Audience
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- SPED/GENED Teachers
- School Administrators
- School-Based Personnel
- Licensed Professional Clinical Counselors
- Social Workers
- Psychologists
- Case Managers
Copyright :
03/09/2021
Gender Dysphoria & Autism Spectrum Disorder | Self-Study
The correlation between Autism Spectrum Disorder (ASD) and gender variance can be complicated, often leaving the treating clinician with more questions than answers, such as:
- Does gender identity develop on a different timeline in people with autism?
- Is my client's perseveration/fixation on gender identity a manifestation of autism? Does it matter?
- How do I know the difference between a transient phase of exploration and a commitment to gender transition?
In this recorded session, autism expert Timothy Kowalski, M.A., C.C.C.-SLP, will guide you through the latest research on this nuanced topic. You will learn what you need to know to better advise your clients with autism who seek help with gender identity concerns. Register today!
Program Information
Objectives
- Determine the issues when transgendered clients present with Asperger syndrome.
- Support the theories related to the relationship between gender dysphoria and Asperger syndrome.
- Propose the role professionals have when suspecting gender dysphoria in clients diagnosed with Asperger syndrome.
Outline
- Myths About Gender Dysphoria
- Diagnostic Criteria: DSM-5®, ICD-10
- Identification Procedures
- Issues When ASD Is Present
- Co-Occurrence Case Studies
- Gender Expression
- Issues Related to Intersex
Target Audience
- Psychologists
- Social Workers
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Certified Case Managers
- Addiction Professionals
- Speech-Language Pathologists
- Occupational Therapists
- Teachers/School-Based Personnel
- Nurses
Copyright :
03/02/2021
Dissecting the Brain-Gut Connection for Complex Trauma Disorder, Autism, & ADHD | Self-Study
With current research advances in neurology, we must revisit the evidence for best practice and enhance intervention techniques for addressing the challenges of Complex Trauma Disorder, Autism, ADHD, and related disorders. This session reviews the nine neurological senses, neuronal oscillations, and autonomic neuronal plexuses to better understand symptomatology. This session will give specific focus to the various central nervous system plexuses and the role of the Vagus nerve. Active learning strategies will include video neuroanatomical reviews and case examples. You will be able to describe the various neurological structures related to the nine senses, describe neuronal oscillations and their connection to function, relate current research on the neuronal plexuses to function and dysfunction of individuals with Complex Trauma Disorder, Autism, ADHD, and related disorders.
Program Information
Objectives
- Evaluate the diagnoses and the various neurological structures related to the 9 senses.
- Assess neuronal oscillations and their connection to function.
- Apply current research on the neuronal plexuses to function and dysfunction of individuals with complex trauma disorder, autism & ADHD.
Outline
- Review the diagnoses and the various neurological structures related to the 9 senses
- Neurological Review
- Autonomic Nervous System and its connection to psychosocial health related to stress, fear, and trauma
- Define and describe neuronal oscillations and their connection to function
- Current Research: Neuronal Brain Oscillations/ Autonomic Neuronal Plexuses
- How to implement the Self-Regulation and Mindfulness and Contextual Sensory Integration Approach
- Relate and apply current research on the neuronal plexuses to function and dysfunction of individuals with complex trauma disorder, autism, & ADHD
- Review of the neuronal plexus
- Video examples of children to link content reviewed to symptoms and appropriate intervention.
- Case study review to develop an intervention plan
Target Audience
- Occupational Therapists
- Occupational Therapy Assistants
- Speech-Language Pathologists
- Physical Therapists
Copyright :
07/25/2019
Screen Time, Learning, & Communication in the 21st Century | Self-Study
Large amounts of screen time can negatively impact children’s brain development, social-emotional development, self-regulation, and a host of other issues/behaviors. How do we create a healthy tech environment for children when the issue is about more than just the amount of screen time?
In this session you'll learn: how to select media experiences informed by the child, the context, and the content; the research on the benefits and risks of screen time; why children and adolescents with ASD, ADHD, and language impairments are at particular risk; and strategies to manage screen time and alternatives to screen time.
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
Transition Planning – Buy-Ins and Pay-Offs: Effective Motivational Strategies for ASD Youth, Caregivers, Mentors, and Teams | Self-Study
In this compelling session, you’ll learn how to successfully work in conjunction with an individual with autism and their support team to develop meaningful, achievable transition goals. You’ll walk away with assessments and strategies to successfully implement goals from middle school through high school and beyond targeting employment and/or post-secondary training and education outcomes.
Program Information
Objectives
- Propose realistic transition expectations to a caregiver about their child and the IEP team.
- Apply principles of motivation for ASD individuals in transition planning.
- Determine the appropriate educational, emotional, and functional levels for transitioning an ASD individual.
Outline
- Etiology of Transition Planning
- When to begin transition planning
- IDEA requirements for transitioning
- The Disconnect between the IEP Team and Caregivers
- Abdicating responsibility, then assigning blame
- Caregivers that have unrealistic expectations for their child
- Caregivers that have unrealistic expectations for their IEP team
- Speaking Their Language
- Difference between the ASD Amygdala and the NT Amygdala and why it matters
- Cheerleading vs leading
- Providing information vs providing answers
- Involving the Child in Transition Planning
- Getting the child to “buy into” transition planning and progressive goal setting
- Motivating the child to achieve goals through intrinsic and extrinsic motivation
- Motivating the caregiver to motivate the child
Target Audience
- Case Managers
- Licensed Clinical/Mental Health Counselors
- Marriage and Family Therapists
- Occupational Therapists
- Psychologists
- School Administrators
- Speech-Language Pathologists
- Social Workers
- Teachers
Copyright :
03/01/2021
Psychopharmacology in Individuals with Autism Spectrum Disorder | Self-Study
Many individuals with Autism Spectrum Disorder (ASD) are on medications that are not supported in the literature as being effective in treating symptoms of ASD, which is confusing and alarming. This program will review the latest research in psychopharmacology and ASD as well as:
- Benefits of certain pharmacological interventions in treating the symptoms of ASD
- Potential side effects of psychotropic medication that can mimic or cause behavioral issues
- Your role as a treating clinician in assisting your client’s with ASD in psychopharmacological management
Program Information
Objectives
- Support the benefits of certain pharmacological interventions in treating the symptoms of ASD.
- Analyze the potential side effects of psychotropic medication that can mimic or cause behavioral issues.
- Determine your role as a treating clinician in assisting your client’s with ASD in psychopharmacological management.
Outline
- Interventions for treating symptoms of ASD
- Behavioral, Developmental, and Cognitive Behavioral Therapies
- Antipsychotics and Restrictive/repetitive behaviors
- Pharmacological research on treating ADHD Symptoms
- Stimulants and Alpha Agonists
- What are the potential Side Effects?
- Should SSRIs be used to treat anxiety/depression?
- Research on Melatonin and Sleep
- What is our role as clinicians in medication management?
Target Audience
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Nurses
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
03/09/2021
Different... Not Less | Self-Study
Join Temple as she shares insight from the latest edition to Different… Not Less. In this interview-style keynote, she will explore the extraordinary potential of those on the autism spectrum, along with strategies to help them tap into their hidden abilities!
Program Information
Objectives
- Apply strategies to help clients overcome adversity and developed self-confidence, including finding an invaluable mentor.
- Determine the skills necessary for employment that aligns with your client’s unique abilities and career interests.
- Solve challenges related to forming and maintaining meaningful long-term relationships.
Outline
- The Extraordinary Potential of Those on The Autism Spectrum
- Help Clients with ASD Tap into Their Hidden Abilities
- How Clients with ASD Can Live Full Lives with Meaningful Relationships and Careers
Target Audience
- Educators
- Occupational Therapists
- Occupational Therapy Assistants
- School Administrators
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/22/2021
The Neuroscience of Safety: The Transformative Impact of the Polyvagal Theory on Supporting Children on the Autism Spectrum | Self-Study
Join Dr. Stephen Porges, the developer of Polyvagal theory (PVT)—also known as the neuroscience of safety—as he offers a paradigm shift in autism intervention.
You’ll learn that the behaviors you frequently observe are the tip of the iceberg. That we must go below the waterline to reveal the most important treatment goal for all individuals: the neuroception of safety as evidenced by physiological state regulation. You’ll learn the best strategies for down regulating threat and defensive reactions by shifting the individual’s state to that of calmness with feelings of safety leading to accessibility and spontaneous social engagement.
Dr. Porges will present new ways to conceptualize and write treatment goals that are respectful of the child’s (and parent’s) nervous systems, leading the way to improved communication, relational satisfaction, and joy. Autism treatment that includes an appreciation of the body, the physiology of parent and child.
Through research and an understanding of the science, this workshop presents cutting edge integration of neuroscience into autism support, providing new, emerging applications and offering hope and a new focus on the neuroscience of safety to autism treatment.
Program Information
Objectives
- Apply the lens of the Polyvagal theory in appreciating the adaptive nature of behaviors in children diagnosed with Autistic Spectrum Disorders.
- Differentiate between viewing and manipulating surface behaviors and addressing the upstream causes of behaviors across diagnostic categories of the DSM.
- Determine how the process of neuroception is a guiding principle for treatment planning and treatment techniques.
Outline
- Understanding Behaviors as Adaptations of the Autonomic Nervous System: A Paradigm Shift
- Problem with targeting surface behaviors; Know the problem in order to shift the strategies: Case study
- The Neuroscience of Safety
- How the PVT helps us “look inside” the nervous system
- The guiding principle of neuroception and how it can help clinicians
- Individual Differences and Tailoring our Support for Individuals with Autism and their Families
- Looking under the skin to understand that autonomic state influences reactivity and sociality.
- Identifying strategies to retune autonomic state and shift hypersensitivity to social receptivity.
- Difference between passive and active pathway interventions
- Safe and Sound Protocol - a passive pathway intervention that harnesses the neuroception of safety
- Safety is Treatment and Treatment is Safety: Practical Tips
- How the neuroscience of safety helps us plan treatment goals
- Examples and principles of neural exercises and how they apply the ‘vagal brake’ to calm and promote resilience.
- The Power of Play
- Play to exercise the neural pathways of safety with activation in a safe way
- Research documenting how acoustic cues of safety reduce hypersensitivities.
Target Audience
- Addiction Professionals
- Case Managers
- Dieticians
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Nurses
- Nursing Home/Assisted Living Administrators
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/22/2021
Sensorimotor Interventions to Improve Social, Emotional, and Cognitive Functioning: Neurological Approaches for Children and Adolescents with Autism | Self-Study
Join author and expert Varleisha Gibbs PhD, OTD, OTR/L, as she teaches you how to skillfully apply strength-based sensorimotor interventions for improving social, emotional, and cognitive function in children with Autism Spectrum Disorder (ASD).
Drawing on the latest research in neuroscience, Dr. Gibbs will guide you through the underlying neuroanatomical connections to help you better select and develop appropriate interventions.
You’ll learn:
- Activation of the Vagus nerve, music and movement techniques, and breathwork for emotional regulation and social participation
- New self-regulation and mindfulness techniques to support arousal levels along with new assessments and treatments to organize daily interventions
- Environmental modifications to support optimal function of children with autism
Dr. Gibbs will share techniques from her books Self-Regulation and Mindfulness (PESI Publishing & Media, Summer 2017) and from her latest book on Trauma Treatment in ACTION (PESI Publishing & Media, 2021).
Program Information
Objectives
- Demonstrate the neurological connection to the various sensory strategies for treating children and adolescence diagnosed with autism.
- Employ treatment techniques such as mindfulness, activation of the Vagus nerve, music and movement, and respiratory-based techniques to improve client level of functioning.
- Integrate environmental modifications to support optimal function of children with autism.
- Assess the cause and effect of intervention techniques as they relate to neurological function.
Outline
- Variations in the Presentations of Autism
- Impact on appropriate selection of intervention
- Looking at the duality of function and dysfunction
- Neurological connections to emotions and sensorimotor function
- Tools for Assessing:
- Areas of strength and areas revealing potential for growth
- Environment and context to identify opportunities for adaptation and modification
- Arousal levels assessment tool: Concrete method used for daily schedules and to organize daily interventions
- Neurological Connection to Treatment Planning
- Sensorimotor strategies to address the individual needs of children and families
- Adapt and modify activities and the environment to support the child’s needs
- New interventions for vestibular, interoception, proprioceptive, auditory, smell and vision work
- The Self-Regulation & Mindfulness program
- Addressing primitive reflexes
Target Audience
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/22/2021
A Practitioner's Guide to Autism Assessment: A Strengths-Based Approach | Self-Study
Have you ever worked with a child or adolescent and noticed that treatment wasn’t progressing as expected? Or perhaps you noticed a developmental concern, and you suspected Autism Spectrum Disorder (ASD), but didn’t know what to do next?
Join Rebecca Sachs, PhD, ABPP, and Tamara Rosen, PhD, and learn how to skillfully use specific screening and assessment-based tools and strategies for:
- When ASD is suspected and you feel stuck
- Understanding and treating challenging behaviors that may be impacting treatment
- Confidently communicating ASD concerns to other professionals and parents
- Making effective and appropriate referral
- Incorporating screening and assessment results into tailored interventions
By incorporating this knowledge and using skills that you already have, you will be able to support your client’s underdeveloped areas while also harnessing their strengths!
Program Information
Objectives
- Utilize appropriate screening tools when ASD is suspected.
- Conduct a functional assessment of challenging behaviors associated with ASD, a co-occurring condition, or both.
- Determine the information required to make an appropriate referral for evaluation or services when ASD is suspected.
- Utilize specific interventions and modifications informed by screening and assessment results.
Outline
- Assessment and Screening Through a Neurodiversity Lens
- Profile and how brain works differently
- Identifying strengths
- Needed supports to promote independence & valued living
- Collaborative assessment driven approach
- Screenings that all providers can use
- Functional Behavioral Assessment
- Diagnosis isn’t the main issue
- Current behavior is important to address
- Once function of behavior is identified, what next?
- How to encourage more helpful behaviors, regardless of diagnoses and environment
- Cases examples using Motivational Assessment Scale
- When Screening Shows ASD... Now What?
- Types of referrals to make and why they are so important
- Psychoeducation resources
- Therapy
- Understanding elements of a good provider with ASD expertise
- How to Broach the Topic of ASD to Families: Role-Play
- Earlier diagnosis -> earlier intervention -> better trajectory
- Educational identification vs medical diagnoses
- System challenges: Time to get to a proper evaluation
- Age of receiving diagnosis and acceptance
- Racial and economic disparities: Social justice and equity lens
- Gender differences
- How long it takes to get ASD diagnosis
- Help parents process acceptance and address ambivalence
- Discomfort/ambivalence in relaying diagnosis
- Integrating strategies for:
- Social Communication
- Restricted and repetitive behaviors (RRB)
- When attention is the function
- When escape is the function
- Role-plays incorporating a combination of the above
Target Audience
- Licensed Professional Counselors
- Social Workers
- Psychologists
- Psychiatrists
- Speech-Language Pathologists
- Occupational Therapists
- Occupational Therapy Assistants
- Teachers/School-Based Personnel
Copyright :
04/22/2021
Early Intervention for ASD: Building Rhythms in Relationships through DIR® | Self-Study
Rhythms in life are present in many forms, and for children and families, these rhythms are most present within their interactions and daily life. Yet, a child with ASD may have difficulty with rhythmicity due to underlying sensory processing and motor challenges, which impacts synchrony within relationships.
Looking through a Developmental, Individual, Relationship-based® (DIR) lens, Stacy Rosello, MA, OTR/L, will teach you why rhythms are important to early intervention for autism. You’ll learn strategies and tools to help foster and match rhythms between the child and caregiver. You’ll learn how to:
- Recognizes the unique neurobiological profiles of the child and caregiver
- Help the caregiver understand the idiosyncratic characteristics and subtle nuanced signals of their infant, toddler or preschooler
- Match child and parent rhythms within their interactions and teach the caregiver how to respond sensitively and to adapt contingently
By embedding rhythms into routines and rituals, the child adapts and becomes empowered, driving development. In time, these meaningful experiences create connectedness and cherished family bonds.
Program Information
Objectives
- Theorize the reasons why achieving rhythm in a relationship for a child with ASD may be difficult.
- Use DIR strategies to support rhythmicity and “synchrony” in interactions to foster relationships in a child with ASD and caregiver.
- Create rhythmicity within relationships to build routines and rituals that foster family bonding.
Outline
- Why Rhythms are Important to ASD
- Rhythms in life, relationships, family life, and routines and rituals
- Build Rhythms in Relationships Using DIR®: The Developmental Entry Point For Intervention
- Help the child move up the developmental ladder (Developmental)
- The unique neurobiological profiles of child and caregiver (Individual Differences)
- Emotional connectedness and forming rhythms between child and caregiver (Relationship-Based)
- Tailor sensory affective interactions to “match” rhythms in relationships
- Pace, position, responding to affect signals, emotional tones, and social bids
- Rhythms in Daily Life: From Regulation to Reflective Thinking
- A trajectory of developmental growth and richer emotional connectedness
- Strategies to drive developmental integration
- Foster cherished family bonds across the lifespan
Target Audience
- Case Managers
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Nurses
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/22/2021
Child-Centered Approaches to Effective Autism Treatment: Practical Strategies that Clinicians & Educators Can Use Right Away! | Self-Study
All behavior is communication, and when it comes to figuring out what children on the autism spectrum are trying to say, autism expert and author Jim Ball, Ed.D., BCBA-D, has the answers
Offering a unique look at behavior through the child's perspective, Dr. Ball will teach you strategies help to reduce challenging behaviors, including:
- Figuring out why a child is engaging in a specific behavior
- Building an effective child-centered intervention plan
- Teaching individuals on the autism spectrum how to change their behavior
Stressing how behavior changes start with the caregiver, you’ll learn strategies to build your “behavior-investigator” skills, which are essential to create effective intervention plans.
Dr. Ball’s philosophy is to help individuals on the spectrum, not to change who they are. To help them uncover, see and understand their strengths while shaping their unwanted challenges.
Register today!
Program Information
Objectives
- Employ 3 motivation techniques to assist an individual on the autism spectrum in the learning process.
- Use 3 specific teaching techniques that will assist an individual on the autism spectrum in the learning process.
- Design an individualized teaching program that will assist an individual on the autism spectrum in the learning process.
Outline
- Seven Core Strategies for a Successful Program
- Functional Communication and Motivation
- Function of Behavior and Plan Development
- Evidence Based Positive Approaches
Target Audience
- Case Managers
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Nurses
- Nursing Home/Assisted Living Administrators
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/23/2021
No More Autism Meltdowns: Strategies to Deescalate Meltdowns and Reduce Anxiety | Self-Study
Individuals with Autism Spectrum Disorder often present with behavioral challenges that make it difficult for them to regulate their feelings. Their frequent meltdowns can hold a family and therapeutic progress hostage and force everyone to walk on eggshells. In this session, you’ll learn how best to understand these moments of dysregulation and manage one’s own emotions in order to get better outcomes with children.
Join autism expert Jed Baker, Ph.D, and learn concrete strategies to deescalate meltdowns in the moment, design effective behavior plans to prevent these moments, and reduce frustration and anxiety are covered in depth.
Program Information
Objectives
- Apply how best to think about challenging behaviors to ensure better outcomes.
- Justify when traditional discipline can be effective and when it makes things worse.
- Determine ways to de-escalate and soothe out of control emotions and meltdowns.
- Employ effective strategies to deal with overwhelming anxiety that causes individuals to avoid situations.
- Execute prevention plans to reduce avoidance and frustration.
- Develop strategies to teach children effective ways to get attention.
Outline
- Managing Your Own Emotions Before Your Client’s Behaviors
- Research on hope and attributional style of teachers and parents
- The limits of traditional discipline
- How to think about challenging behaviors to ensure better outcomes
- Crisis Management
- De-escalating meltdowns though distraction/soothing
- Identifying the 7 Common Triggers to Frustration and Anxiety
- Internal issues
- Sensory challenges
- Lack of structure
- Demanding tasks
- Unexpected changes/delays/disappointments
- Threats to self-esteem
- Lack of desired attention
- Prevention Plans for Each of the 7 Common Triggers
- Ways to reduce avoidance and frustration
- Strategies for waiting or accepting when the answer is no
- Strategies to teach effective ways to get attention
Target Audience
- Addiction Professionals
- Case Managers
- Dieticians
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Nurses
- Nursing Home/Assisted Living Administrators
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/23/2021
Theory of Mind: Therapeutic Implications for Clients with Autism Spectrum Disorder | Self-Study
Because individuals on the autism spectrum have Theory of Mind (ToM) deficits, they struggle with pragmatic interaction skills, organized and coherent conversations, engaging in appropriate turn-taking, and inferring what others might do, think and feel. To address their social/communication deficits clinicians must discern their ToM abilities.
Join internationally renowned expert Carol Westby, PhD, CCC-SLP, as she guides you through:
- Current research on neural bases for emotional understanding and theory of mind
- Developmental stages of theory of mind from infancy through adolescence
- Assessment and intervention implications for ToM deficits and how to intervene with infants through school-age children
Given the role of Theory of Mind (ToM) in social and academic functioning in persons with autism and the rapid increase in our understanding of the neurological and environmental factors that contribute to ToM, it is important that we recognize delays and deficits in ToM.
PURCHASE TODAY!
Program Information
Objectives
- Utilize current research on neural bases for emotional understanding and Theory of Mind to inform intervention.
- Assess and describe the developmental stages of ToM from infancy through adolescence and implications for assessment.
- Evaluate the therapeutic implications of ToM deficits in children and adolescents with autism.
Outline
- Types of Theory of Mind Deficits (ToM) and Neurological Bases for the Deficits
- ToM Deficits: Developmental Factors to Assess, Implications for the Deficit, and How to Intervene
- Infancy/toddler – attachment, gaze following, reading emotional cues
- Preschool – pretend play, emotional vocabulary
- Kindergarten/early elementary – perspective taking; autobiographical memory; future time travel/self-regulation
- Later elementary and beyond – social emotions; lies/sarcasm; personal life stories
Target Audience
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/23/2021
Motivational Interviewing for High-Functioning Autism in Adulthood: An Insider’s Perspective | Self-Study
Join autism expert Sean Inderbitzen, APSW, MINT, as he teaches you—from an insider’s perspective— how to use Motivational Interviewing techniques (MI) with your adult clients on the autism spectrum.
In this rare opportunity, Sean will guide you through MI techniques that will help your clients improve:
- Anxiety and depression
- Social pragmatics
- Communication
- Self-esteem
- Emotion identification
- Intrinsic motivation
- “Black” and “white” thinking
- Navigating ambiguity
- Find what changes to pursue
- Resistance to change
Learning effective techniques from a clinician on the spectrum, will give you the essential skills and perspective you need to help your clients overcome the treatment obstacles that can impede the therapy they desperately need.
Stop feeling frustrated, ineffective, and perpetually stuck at square one in therapy!
Program Information
Objectives
- Justify the importance of using person-centered strategies with ASD patients.
- Utilize MI to integrate understanding of pragmatic language skills, motivation and depressive symptoms.
- Employ MI strategies such as flipping the righting reflex, menu of options type questions and OARS to treat anxiety and depression in adults with HFA.
Outline
- Motivational Interviewing (MI) and ASD: What the Research Says
- Matching developmental freedom and personal autonomy: Activity
- Recommendations for balancing safety and autonomy
- Person-centered strategies and their impact on patients with ASD
- Feedback Informed Treatment (FIT) and MI
- MI Techniques for Improving Pragmatic Language
- Exercise on social pragmatics and depression (Thomas Gordon’s process)
- Case study: Social pragmatics and meaning making
- Social pragmatics and its effect on self-esteem and motivation
- Help clients navigate ambiguity
- Decreasing “black” and “white” thinking patterns
- Increasing clients ability to identify reasons for change and build motivation
- Responding to change talk in HFA
- Hacks for social pragmatics
- MI Strategies for Treating Anxiety and Depression
- Recognize “black” and “white” thinking patterns
- Open-ended questions, Affirmations, Reflections and Summaries (OARS)
- Cultivate change talk for motivation: Case example
- OARS real play activity
- Flipping the righting reflex demonstration
- Evoking confidence for change in HFA: Exercise
- Menu of Options – using closed-ended questions
- MI risk and limitations in ASD population
Target Audience
- Addiction Professionals
- Case Managers
- Dieticians
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Nurses
- Nursing Home/Assisted Living Administrators
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/23/2021