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

  • Improve self-regulation in children through our own paradigm shifts
  • Ping + Ping + Ping = Frustration and dysregulation
  • De-escalation strategies and precursers to problem-solving
  • Behavioral and mindful intervention for dysregulation triggers

Sensory Deficits

  • Integration, meaning and perception
  • Experience your own dsyregulation to sensory challenges
  • Reduce sensory triggers
  • Desensitize strategies to reset the “panic switch”
  • Manage the environment to reduce sensory overload

Language/Learning Deficits

  • Incorporate language processing into our understanding of behavior
  • Meaning = perception = reality = response
  • Your emotional response to their language challenges
  • Recognize, validate and problem-solve common language deficit triggers
  • Social Pragmatics insight and behavior

Executive Functioning Deficits

  • Impact of processing inconsistencies on daily functioning
  • Experience how we might set kids up to fail without realizing it
  • Problem-solving strategies to improve organization, working memory and meta-cognitive deficits
  • Environments that manage fidgeting, restlessness and inattention and provide positive social-emotional regulation
  • Roadblocks created by executive skills deficits

Perspective-Taking and Meaning

  • The "Set-up": Child's expectation + delayed development = failure
  • Develop appropriate expectations: Pitfalls and strengths of developmental models
  • Strategies for triggering triggers
  • Reinforcing desired behavior using Nurtured Heart Approach

Behavioral Strategies

  • Create realistic expectations through better understanding of the child’s process
  • Behavior modification and skills coaching: resetting and choices to improve self-regulation
  • Environmental structures that regulates
  • Empower children to improve self-regulation
  • Cognitive restructuring to reduce tantrums and emotional dysregulation

Problem-Solving Strategies

  • Reduce stressors
  • Improve child’s acceptance and personal responsibility for behavior
  • Create realistic expectations
  • Learning/teaching flexibility
  • Use language to self-regulate

Neuro-Biological Considerations

  • Diet/food
  • Supplements/vitamins
  • Sensitivities/toxins
  • Movement and exercise to regulate the brain

Copyright : 12/16/2016

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

OUTLINE

Relationship Between Language and Behavior

  • Language comprehension and expression
  • Language pragmatics
  • Dynamics of shared risk factors: depression, family conflict, parent education, fathers, and attachment

Role of Language in Self-Regulation

  • Internal state words/words that express:
    • Volition/ability
    • Physical states
    • Perception
    • Emotions
    • Morality
    • Thought
  • Working at the intersection of social-emotional and language development
  • Facilitate self-regulatory language
  • Theory of Mind
  • Executive Function

Strategies for Language Disorders/Delays

  • Determine knowledge and use of internal
  • state words
  • Fast mapping internal state words for early language
  • Words for:
    • Intention
    • Ability
    • Judgment
    • Cognition
    • Time
    • Condition build problem-solving
  • Self-talk for problem-solving video

Strategies for Emotional/Behavioral Disorders/Conduct Disorder

  • Screen for language reception, expression, and pragmatics
  • Identify behavior problem and use corresponding verbal input
  • Debrief after problem episode
  • Script development demonstration and video examples
  • Use role models
  • Co-regulation strategies
  • Nonverbal body-calming techniques

Strategies for ADHD

  • Focus and condense instructions
  • Language for organization and staying on task
  • Determine child’s level of language skills
  • Cues for low to high language levels
  • Transition to self-cuing

Strategies for Autism Spectrum Disorder

  • Translate behavior to words
  • Pair sensory experiences with words for physical states and perception
  • Recognize and represent emotions
  • Apps for storytelling
  • Personal narratives for high functioning ASD

Strategies for Trauma/Maltreatment

  • Apply attachment theory to daily conversations
  • Relationship-based language
  • Personal narratives
  • Language to decrease disassociation and hyper-vigilance
  • Internal state words to build awareness of child and self
  • Case study

Strategies for Children at Social Risk

  • Increase language interactions in small groups
  • Use social-emotional themes: lesson plans
  • Internal State Language Intervention
  • Program (ISLIP) handout
  • Video demonstration of ISLIP lesson plan

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

  • Improve self-regulation in children through our own paradigm shifts
  • Ping + Ping + Ping = Frustration and dysregulation
  • De-escalation strategies and precursers to problem-solving
  • Behavioral and mindful intervention for dysregulation triggers

Sensory Deficits

  • Integration, meaning and perception
  • Experience your own dsyregulation to sensory challenges
  • Reduce sensory triggers
  • Desensitize strategies to reset the “panic switch”
  • Manage the environment to reduce sensory overload

Language/Learning Deficits

  • Incorporate language processing into our understanding of behavior
  • Meaning = perception = reality = response
  • Your emotional response to their language challenges
  • Recognize, validate and problem-solve common language deficit triggers
  • Social Pragmatics insight and behavior

Executive Functioning Deficits

  • Impact of processing inconsistencies on daily functioning
  • Experience how we might set kids up to fail without realizing it
  • Problem-solving strategies to improve organization, working memory and meta-cognitive deficits
  • Environments that manage fidgeting, restlessness and inattention and provide positive social-emotional regulation
  • Roadblocks created by executive skills deficits

Perspective-Taking and Meaning

  • The "Set-up": Child's expectation + delayed development = failure
  • Develop appropriate expectations: Pitfalls and strengths of developmental models
  • Strategies for triggering triggers
  • Reinforcing desired behavior using Nurtured Heart Approach

Behavioral Strategies

  • Create realistic expectations through better understanding of the child’s process
  • Behavior modification and skills coaching: resetting and choices to improve self-regulation
  • Environmental structures that regulates
  • Empower children to improve self-regulation
  • Cognitive restructuring to reduce tantrums and emotional dysregulation

Problem-Solving Strategies

  • Reduce stressors
  • Improve child’s acceptance and personal responsibility for behavior
  • Create realistic expectations
  • Learning/teaching flexibility
  • Use language to self-regulate

Neuro-Biological Considerations

  • Diet/food
  • Supplements/vitamins
  • Sensitivities/toxins
  • Movement and exercise to regulate the brain

Copyright : 08/11/2017