Full Course Description


Self-Regulation in Children - Sessions 1 & 2‚Äč

Program Information

Objectives

  1. Communicate how sensory, language, and executive skills impairments create fight/flight/freeze and defensive responses that lead to dysregulation and related behavioral issues in children.
  2. Select the appropriate intervention strategies to improve student skills including self-control, social success, emotional regulation and task completion.
  3. Employ behavior modification techniques and problem-solving strategies to diffuse students' escalated and oppositional behavior.
  4. Implement environmental strategies to accommodate children’s processing deficits and emotional regulation needs.
  5. Utilize problem-solving strategies to develop appropriate behavioral expectations and coping mechanisms for improved self-regulation skills in students.
  6. Apply cognitive restructuring strategies to reduce frequency, severity and duration of children’s behavioral and emotional outbursts.

Outline

Treatment Approaches using Processing Perspectives

Sensory Deficits

Language/Learning Deficits

Executive Functioning Deficits

Perspective-Taking and Meaning

Behavioral Strategies

Problem-Solving Strategies

Neuro-Biological Considerations

Copyright : 12/16/2016

Improve Self-Regulation Through Language & Communication Skills - Sessions 1-4

OUTLINE

Relationship Between Language and Behavior

Role of Language in Self-Regulation

Strategies for Language Disorders/Delays

Strategies for Emotional/Behavioral Disorders/Conduct Disorder

Strategies for ADHD

Strategies for Autism Spectrum Disorder

Strategies for Trauma/Maltreatment

Strategies for Children at Social Risk

OBJECTIVES

  1. Characterize the roles of language comprehension, expression, and pragmatics in the development of self-regulation.
  2. Articulate the role of internal state words in the development of self-regulation.
  3. Analyze shared competencies for the multidisciplinary team providing service to children.
  4. Articulate the key elements of reflective practice in the therapeutic setting.
  5. Evaluate appropriate strategies (based on the service setting) to increase self-regulation
  6. Develop appropriate interventions that can readily become part of the program currently being used for children at participant’s service setting.
Copyright : 09/30/2016

Self-Regulation: Proven Strategies for Children with ADHD, High-Functioning Autism, Learning Disabilities or Sensory Disorders - Sessions 1-4

 

Program Information

Objectives

  1. Communicate how sensory, language, and executive skills impairments create fight/flight/freeze and defensive responses that lead to dysregulation and related behavioral issues in children.
  2. Select the appropriate intervention strategies to improve student skills including self-control, social success, emotional regulation and task completion.
  3. Employ behavior modification techniques and problem-solving strategies to diffuse students' escalated and oppositional behavior.
  4. Implement environmental strategies to accommodate children’s processing deficits and emotional regulation needs.
  5. Utilize problem-solving strategies to develop appropriate behavioral expectations and coping mechanisms for improved self-regulation skills in students.
  6. Apply cognitive restructuring strategies to reduce frequency, severity and duration of children’s behavioral and emotional outbursts.

Outline

Treatment Approaches using Processing Perspectives

Sensory Deficits

Language/Learning Deficits

Executive Functioning Deficits

Perspective-Taking and Meaning

Behavioral Strategies

Problem-Solving Strategies

Neuro-Biological Considerations

Copyright : 08/11/2017