Full Course Description


Different... Not Less

Program Information

Objectives

  1. Apply strategies to help clients overcome adversity and developed self-confidence, including finding an invaluable mentor.
  2. Determine the skills necessary for employment that aligns with your client’s unique abilities and career interests.
  3. 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

Program Information

Objectives

  1. Apply the lens of the Polyvagal theory in appreciating the adaptive nature of behaviors in children diagnosed with Autistic Spectrum Disorders.
  2. Differentiate between viewing and manipulating surface behaviors and addressing the upstream causes of behaviors across diagnostic categories of the DSM.
  3. 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.

Copyright : 04/22/2021

Sensorimotor Interventions to Improve Social, Emotional, and Cognitive Functioning: Neurological Approaches for Children and Adolescents with Autism

Program Information

Objectives

  1. Demonstrate the neurological connection to the various sensory strategies for treating children and adolescence diagnosed with autism.
  2. Employ treatment techniques such as mindfulness, activation of the Vagus nerve, music and movement, and respiratory-based techniques to improve client level of functioning.
  3. Integrate environmental modifications to support optimal function of children with autism.
  4. 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   

Copyright : 04/22/2021

A Practitioner's Guide to Autism Assessment: A Strengths-Based Approach

Program Information

Objectives

  1. Utilize appropriate screening tools when ASD is suspected.
  2. Conduct a functional assessment of challenging behaviors associated with ASD, a co-occurring condition, or both.
  3. Determine the information required to make an appropriate referral for evaluation or services when ASD is suspected.
  4. 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 

Copyright : 04/22/2021

Early Intervention for ASD: Building Rhythms in Relationships through DIR®

Program Information

Objectives

  1. Theorize the reasons why achieving rhythm in a relationship for a child with ASD may be difficult.
  2. Use DIR strategies to support rhythmicity and “synchrony” in interactions to foster relationships in a child with ASD and caregiver.
  3. 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 

Copyright : 04/22/2021

Child-Centered Approaches to Effective Autism Treatment: Practical Strategies that Clinicians & Educators Can Use Right Away!

Program Information

Objectives

  1. Employ 3 motivation techniques to assist an individual on the autism spectrum in the learning process. 
  2. Use 3 specific teaching techniques that will assist an individual on the autism spectrum in the learning process. 
  3. 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 

Copyright : 04/23/2021

No More Autism Meltdowns: Strategies to Deescalate Meltdowns and Reduce Anxiety

Program Information

Objectives

  1. Apply how best to think about challenging behaviors to ensure better outcomes.
  2. Justify when traditional discipline can be effective and when it makes things worse.
  3. Determine ways to de-escalate and soothe out of control emotions and meltdowns.
  4. Employ effective strategies to deal with overwhelming anxiety that causes individuals to avoid situations.
  5. Execute prevention plans to reduce avoidance and frustration.
  6. 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 

Copyright : 04/23/2021

Theory of Mind: Therapeutic Implications for Clients with Autism Spectrum Disorder

Program Information

Objectives

  1. Utilize current research on neural bases for emotional understanding and Theory of Mind to inform intervention.
  2. Assess and describe the developmental stages of ToM from infancy through adolescence and implications for assessment.
  3. 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 

Copyright : 04/23/2021

Motivational Interviewing for High-Functioning Autism in Adulthood: An Insider’s Perspective

Program Information

Objectives

  1. Justify the importance of using person-centered strategies with ASD patients.
  2. Utilize MI to integrate understanding of pragmatic language skills, motivation and depressive symptoms.
  3. 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 

Copyright : 04/23/2021

Psychopharmacology in Individuals with Autism Spectrum Disorder

Program Information

Objectives

  1. Support the benefits of certain pharmacological interventions in treating the symptoms of ASD. 
  2. Analyze the potential side effects of psychotropic medication that can mimic or cause behavioral issues. 
  3. 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? 

Copyright : 03/09/2021

Autism Intervention Using a Trauma-Informed Lens: Creating a Foundation of Safety & Trust to Promote Self Awareness & Problem Solving

Program Information

Objectives

  1. Choose the trauma-informed lens as an approach to supporting growth areas for children with autism. 
  2. Determine critical elements for building a safe therapeutic and educational environment when working with children with autism.  
  3. 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  

Copyright : 03/09/2021

Social Skills Intervention for Individuals on the Autism Spectrum: Helping Clients Overcome Today’s Obstacles in Social Skills

Program Information

Objectives

  1. Determine the unique challenges faced by children and adolescents in today’s digital and pandemic world. 
  2. Choose the best strategies to implement upon return to school or their clinical setting.
  3. 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 

Copyright : 03/09/2021

Dissecting the Brain-Gut Connection for Complex Trauma Disorder, Autism, & ADHD

Program Information

Objectives

  1. Evaluate the diagnoses and the various neurological structures related to the 9 senses.
  2. Assess neuronal oscillations and their connection to function.
  3. 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 

Copyright : 07/25/2019