Full Course Description
Self-Regulation in Children - Sessions 1 & 2
Program Information
Target Audience
- Counselors
- Teachers/Educators
- Marriage & Family Therapists
- Occupational Therapists
- Occupational Therapy Assistants
- Physical Therapists
- Physical Therapist Assistants
- Psychologists
- Social Workers
- Speech-Language Pathologists
- Other Mental Health Professionals
Objectives
- 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.
- Select the appropriate intervention strategies to improve student skills including self-control, social success, emotional regulation and task completion.
- Employ behavior modification techniques and problem-solving strategies to diffuse students' escalated and oppositional behavior.
- Implement environmental strategies to accommodate children’s processing deficits and emotional regulation needs.
- Utilize problem-solving strategies to develop appropriate behavioral expectations and coping mechanisms for improved self-regulation skills in students.
- 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
- Characterize the roles of language comprehension, expression, and pragmatics in the development of self-regulation.
- Articulate the role of internal state words in the development of self-regulation.
- Analyze shared competencies for the multidisciplinary team providing service to children.
- Articulate the key elements of reflective practice in the therapeutic setting.
- Evaluate appropriate strategies (based on the service setting) to increase self-regulation
- 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
Target Audience
Counselors, Teachers/Educators, Marriage & Family Therapists, Nurses, Occupational Therapists & Occupational Therapy Assistants, Psychologists, Social Workers, Speech-Language Pathologists, and other Mental Health Professionals.
Objectives
- 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.
- Select the appropriate intervention strategies to improve student skills including self-control, social success, emotional regulation and task completion.
- Employ behavior modification techniques and problem-solving strategies to diffuse students' escalated and oppositional behavior.
- Implement environmental strategies to accommodate children’s processing deficits and emotional regulation needs.
- Utilize problem-solving strategies to develop appropriate behavioral expectations and coping mechanisms for improved self-regulation skills in students.
- 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