Full Course Description
Navigating Autism with a Strengths-Based Mindset: Empowering Clients to Find and Develop their Strengths and Thrive!
In this recording, Temple teaches you the strength-based mindset you need to help your autistic clients (children to young adults) reach their full potential! In the first 45 minutes of this recorded interview-style keynote, Temple covers a variety of topics, such as the importance of and need for:
- Whole-person approaches that honor each child’s uniqueness
- Moving beyond “label-locking”
- Teaching basic life skills, stretching and giving choices
- Exposing clients to career options before high school
- Looking at the brain-gut connection to address stress and anxiety
- And so much more!
At the end of the keynote, Temple answers audience questions! This invaluable session will empower you with effective interventions to help your neurodivergent clients become exposed to life, find and develop their strengths, and thrive!
Program Information
Target Audience
- Addiction Counselors
- Counselors
- Marriage & Family Therapists
- Nurses
- Occupational Therapists
- Physicians
- Psychologists
- Speech-Language Pathologists
- Social Workers
- Teachers/School-Based Personnel
- Other Mental Health Professionals
Copyright :
04/22/2022
Developing Core Competencies as an Autism Specialist through a Neurodiversity Lens
In this dynamic session, watch Emile Gouws, an autistic self-advocate, educator, and researcher and his good friend Jeffrey Guenzel, LPC, as you learn the essential assessment, neurodevelopmental, communication, and social skills core competencies to be an effective professional supporting individuals on the autism spectrum.
Through the lens of neurodiversity and the experiences of autistic individuals, you’ll be challenged to develop a neurodiversity-informed professional practice. This new perspective not only will improve your effectiveness as a clinician but will forever change the way you conceptualize professional competency!
Program Information
Objectives
- Appraise at least three key aspects of neurodiversity-informed professional practice.
- Determine at least three common practices in many autism interventions that are not acceptable in neurodiversity-informed practice.
- Utilize at least three practices that are acceptable in neurodiversity-informed practice.
Outline
- Steps to Becoming a Neurodiversity-Informed Professional
- Awareness of perspectives from self-advocates and neurodiverse perspectives
- Internalized appreciation of neurodiverse perspectives
- Ways to incorporate these perspectives into your work
- Developing a Neurodiversity-Informed Way of Being
- Ways of knowing
- Ways of doing
- Ways of being
- Developing Core Competencies as an Autism Specialist
- Assessment: Conduct neurodiversity-informed assessments
- Neurodevelopmental: Promote development through your relationship with the client
- Communication: Ways to develop communication through a neurodiverse lens
- Social Skills: Deepen engagement without imposing neurotypical standards or expectations
- Limitations of research and potential risks
Target Audience
- Addiction Counselors
- Counselors
- Marriage & Family Therapists
- Nurses
- Occupational Therapists
- Physicians
- Psychologists
- Speech-Language Pathologists
- Social Workers
- Teachers/School-Based Personnel
- Other Mental Health Professionals
Copyright :
04/21/2022
Dissecting the Brain-Gut Connection to Address Sensorimotor Concerns for Autistic Children
Watch sought after occupational therapist, Dr. Varleisha Gibbs, PhD, OTD, OTR/L, ASDCS, as she walks you through improved evidence-based approaches to properly select interventions to help autistic children displaying challenges with self-regulation, emotional regulation, and sensorimotor skills.
Through current neurology research, new evidence on brain-gut connection along with video case scenarios, you’ll learn to:
- Connect behavior to gut ecosystem to better understand the symptomatology: Enteric nervous system, primitive reflexes, neurological senses, neuronal oscillations
- Address challenging behaviors, such as hyperactivity, aggressiveness, self-stimulatory, sensory avoidance, and inattentiveness amongst other concerns
This recording will give specific focus to the CNS, and the role of ANS and the Vagus nerve, on motor patterns and self-regulation. Active learning strategies will include video neuroanatomical review and case examples.
Program Information
Objectives
- Evaluate the neurology of the brain-gut connection to the various senses including interoception for treating autistic clients.
- Apply the latest research on the enteric nervous system to function and dysfunction of autistic individuals via the Self-Regulation and Mindfulness and ACTION from Trauma intervention programs.
- Investigate the mind-body connection of the microbiomes and sensory processing and connection to primitive reflexes and the effects in development and learning.
- Determine how rhythm and movement can improve self-regulation and sensorimotor function.
Outline
- Possible Influences for the Presentation of Autism
- Research for the Brain-Gut connection and behavioral presentations
- Neurological connections to emotions and sensorimotor function including primitive reflexes
- Trauma and autism connection to inform appropriate interventions
- Self-Regulation & Mindfulness program and ACTION from Trauma Approach:
- Assessment Tools
- Screen areas of strength and areas revealing potential for growth
- Assess the environment and context to identify opportunities for adaptation and modification
- Determine arousal levels and potential thresholds: Concrete method used for daily schedules and to organize daily interventions
- Treatment Planning
- Neuronal Brain Oscillations/Autonomic Neuronal Plexuses/Vagus Nerve connection
- Sensorimotor strategies to address the individual needs of children and families: Case examples
- Adapt and modify activities and the environment to support the child’s needs
- New interventions for vestibular, interoception, proprioceptive, auditory, rhythm, and breathwork
- Primitive reflexes to address arousal, attention, and sensorimotor skills
- Limitations of Research and Potential Risk
Target Audience
- Addiction Counselors
- Counselors
- Marriage & Family Therapists
- Nurses
- Occupational Therapists
- Physicians
- Psychologists
- Speech-Language Pathologists
- Social Workers
- Teachers/School-Based Personnel
- Other Mental Health Professionals
Copyright :
04/21/2022
Autism Assessment Across the Spectrum: Strategies for Recognizing Functional Differences and Closing the Gender Gap
Current diagnostic criteria for autism continue to be based on how autism looks in boys and men.
To make matters worse, it relies almost exclusively on observable behavior while many other conditions, such as depression and anxiety disorders, have included the personal experience of “felt perspective” of the individual being evaluated.
These traditional approaches contribute to the under identification of autistic people, especially in those who camouflage well including girls and women and those considered “high-functioning.” To improve recognition of autism, a paradigm shift is needed.
In this recorded session, view Drs. Aspy and Grossman, as they guide you through strategies for acknowledging personal experiences of autistic individuals and minimizing the impact of masking during the assessment process. You’ll learn how to effectively:
- Assess functional skills in the areas of communication, social, sensory processing, and motor skills
- Increase the recognition of autism in girls and women
- Integrate the client’s personal perspective into the assessment process
This session incorporates core elements from their award-winning Ziggurat Model, a framework designed to meet underlying needs while capitalizing on strengths.
Program Information
Objectives
- Design an evaluation plan for assessing functional skills and support needs of people across the spectrum using formal and informal instruments.
- Create a strategy for increasing the recognition of girls and women through the assessment process used in your current employment setting.
- Revise current evaluation strategies to integrate the client’s personal perspective into the assessment process.
Outline
Autism Imperfectly Defined
- How the DSM and IDEA define autism
- Adverse impact/Clinically significant impairment in functioning
- Not a cookbook: A special note on Social (pragmatic) Communication Disorder
History of the Problem
- Over fifty years of “If I don’t see it then it doesn’t count”
- Relying on data from boys and men – creating the gender gap
- Common myths of autism evaluation versus reality
- Failure to recognize that experienced transdisciplinary teams using clinical judgment are the “gold standard”
Strategies Including Informal and Formal Instruments to:
- Integrate the client’s personal perspective into the assessment process
- Get beyond the mask and recognize canned language and scripting
- Design an evaluation plan for assessing functional skills and support needs
- Increase recognition of autism in girls and women
- Revise current evaluations to integrate the client’s personal perspective into the assessment process
Target Audience
- Psychologists
- Social Workers
- Speech-Language Pathologists
- Occupational Therapists
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- School Administrators
- Teachers/School-Based Personnel
- Case Managers
- Nurses
- Addiction Professionals
Copyright :
04/20/2023
Theory of Mind: Therapeutic Implications for Clients with Autism Spectrum Disorder
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
Autism Interventions through the Lens of Polyvagal Theory: Improve Social Engagement, Increase Emotional Regulation, and Reduce Anxiety
Join Dr. Stephen Porges, the developer of Polyvagal theory (PVT)—also known as the neuroscience of safety—as he guides you through a perspective to understand the atypical social behavior, defensiveness, stress responses, and mental health comorbidities of many individuals on the spectrum. Through the PVT lens, you’ll learn how:
- The nervous system evaluates risk in the environment, without awareness and often independent of a cognitive narrative
- Deficits in the regulation of the Social Engagement System relate to the core features of autism
- To regulate threat and defensive reactions in autistic clients by shifting physiological state to that of calmness with feelings of safety leading to accessibility and spontaneous social engagement
- A biologically based auditory intervention stimulates social behavior and communication in autistic children
Through research and an understanding of the science, this workshop provides a more compassionate understanding of the severe social and emotional dysregulation of autistic individuals and a more optimistic narrative of minimizing these disruptive behaviors.
Program Information
Objectives
- Describe the principles and features of the Polyvagal Theory and how they can be applied in the management, education, and treatment of an individual on the autism spectrum.
- Summarize how the Polyvagal Theory can explain several clinical symptoms observed in autism.
- Explain how deficits in the regulation of the Social Engagement System relate to the core features of autism.
- Describe a neural process (neuroception), which evaluates risk in the environment and triggers adaptive reactions, can explain some of the defensive behaviors and hypersensitivities observed in autism.
- To understand how specific features of “acoustic” stimulation may calm the nervous system and contribute to the improvement of social engagement behaviors.
Outline
- What families of autistic individuals want and expect from the scientific community
- Several core features of autism are emergent properties of a dysregulated autonomic nervous system and a depressed social engagement system
- Autism is frequently associated with difficulties in being accessible to co-regulation and being chronically locked in a state of defense
- Rehabilitating a depressed social engagement system through methods that elevate social behavior as a neuromodulator in the treatment and support of individuals on spectrum
- Heterogeneity of underlying neural mechanisms in those with an autism diagnosis leads to limitations in predictions of outcomes with suggested strategies
Target Audience
- 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 :
04/20/2023
DIRFloortime® in Autism Intervention: Relationship, Movement, and Play to Improve Social-Emotional Development in Children
As clinicians, we’re often eager to know the precise “strategies” or “techniques” we can use in autism intervention …
What’s more critical for you to know is how to interact with the child … it’s about the joy, the fun, the pretending, the emotions …. it’s about joyful play!
Join Jeffrey J. Guenzel, MA, LPC as you learn an evidence-based approach that uses relationships, movement, and play to promote social-emotional development for autistic children, DIRFloortime®. Attend and learn how to:
- Apply movement within play to create more synchrony between the mind and body
- Support self-regulation, cognitive processes, a sense of agency, and a positive self-image with playful activities
- Integrate play into the therapeutic relationship to help your clients
- Engage parents in playful interactions with their child
You’ll walk away with a framework that not only builds the essential foundations for developing in your autistic clients, but they’ll feel safe, loved, and understood in the process!
Program Information
Objectives
- Utilize joyful and playful interactions to promote social-emotional development.
- Identify three ways play supports social-emotional development.
- Apply the DIR Functional Emotional Development Capacities to understand a person’s developmental process.
Outline
Power of Joyful Relationships, Movement, and Play in Autism Intervention
- Essential for development throughout the lifespan
- Why DIRFloortime®: What the evidence-based research says
- Risks and limitations of the research and techniques
Promote Social-Emotional Development in Autistic Children
- Movement within play creates more synchrony between the mind and body
- Playful ways to support self-regulation, cognitive processes, a sense of agency, and a positive self-image
- Play and therapeutic relationship to help your clients
Understand Your Client’s Developmental Process
- DIR Functional Emotional Development Capacities
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 :
04/20/2023
Affirming Play Therapy Approaches - The Agent of Change for Neurodivergent Kids
Neurodivergent children (autistic, ADHD, learning differences, sensory differences) represent a unique and large part of the population of children that participate in therapy, yet their needs are often misunderstood and neglected, not reaching their needed therapy goals.
Dr. Robert Jason Grant, creator of AutPlay Therapy, will share his 20+ years of experience in the field to explain the concepts of neurodiversity, ableism, neurodivergence, and how to be neurodiversity affirming. Many therapists often unintentionally implement interventions and techniques which can be harmful for neurodivergent children. Dr. Grant will share how to provide affirming approaches which give the child a voice, value the self of the child, empower the child, use play preferences as the agent of change, and address therapy needs and goals.
Your ability to recognize affirming vs. harmful interventions highlights the difference between effective vs. problematic play therapy work with neurodivergent children. This recorded session will provide you with the application of affirming play therapy processes to help neurodivergent clients grow and heal in their mental health goals while empowering the therapist to feel confident in their service to this most vulnerable population.
Program Information
Objectives
- Analyze the concepts of neurodiversity, neurodivergence, and neurodiversity affirming application regarding practical use in play therapy sessions.
- Support how play therapy theories and approaches can be implemented to be neurodiversity affirming and address clinical outcomes.
- Demonstrate at least 5 play therapy interventions that would exemplify neurodiversity affirming principles.
Outline
- Neurodiversity
- A paradigm and movement
- Variations and differences in neurotypes
- The neurodivergent client
- Neurodiversity Affirming
- Ableist vs affirming play therapist
- Affirming play therapy theories and play techniques
- Strength-based approaches
- Affirming Play Therapy
- Needs, healing, and growth outcomes
- Doing no harm
Target Audience
- Counselors
- Marriage and Family Therapists
- Mental Health Clinicians
- Play Therapists
- Psychologists
- Psychiatrists
- School Counselors
- Social Workers
Copyright :
05/13/2022
Autism Intervention Using a Trauma-Informed Lens: Creating a Foundation of Safety & Trust to Promote Self Awareness & Problem Solving
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
Masking in Autism and the Increased Risk for Suicidal Ideation: Internal Family Systems & Strength-Based Models for Identification, Safety Planning, and Treatment
Autistic individuals learn to mask their traits as a way of fitting in and navigating a world that is not designed for them. This social survival strategy – to stay emotionally and social safe from rejection, bullying, and ostracization – comes at a cost.
Masking is overwhelming. It is exhausting. And often leads to increased rates of anxiety, depression, and suicidal ideation.
As clinicians, we need to be aware of the potential for masking and be prepared to support our clients in identifying and understanding this phenomenon.
Join two autistic clinicians Sean Inderbitzen, LCSW, MINT and Lisa Morgan, M.Ed, CAS, for this fireside chat to learn how to identify when masking is present in autistic adults, in what context masking is helpful, and begin the challenging process of unmasking in two safe and neurodiversity-affirming ways!
Lisa guides you through a strengths-based approach to:
- Begin the process for safety planning and stabilization
- Help clients begin to unmask and understand who they are
- Promote a sense of agency and control in their lives reducing suicidal ideation
Sean unpacks an Internal Family Systems (IFS) approach to help autistic clients:
- Process how masking is adaptive and when it becomes maladaptive
- Understand how vulnerable, firefighter and manager parts impact masking
- Manage anxiety and improve mood, self-esteem, and interpersonal communication
Program Information
Objectives
- Identify when masking is present in autistic adults and understand the increased risk for suicidal ideation.
- Evaluate the difference between a strengths-based approach and internal family systems approach to unmasking and when to use each.
- Use a strengths-based approach to identify when masking is present and begin the process of safety planning and stabilization.
- Apply an IFS approach to help autistic clients process how their masking has been adaptive and maladaptive over their life.
Outline
Masking in Autistic Adults
- How masking becomes adaptive
- Is masking always maladaptive – The Debate
- Risk for increased suicidal ideation
Neurodiversity-Affirming Approaches to Address Masking:
- Strengths-based approach to:
- Hone observational skills to identify masking
- Begin the process of safety planning and stabilization
- Promote a sense of agency and control reducing suicidal ideation
- IFS treatment to help clients
- Process how masking is maladaptive and when it becomes maladaptive
- Understand how vulnerable, firefighter and manager parts impact masking
- Manage anxiety and improve mood, self-esteem, and interpersonal communication
Risks and limitations of the research and techniques Target Audience
- Licensed Clinical/Mental Health Counselors
- Marriage and Family Therapists
- Nurses
- Nursing Home/Assisted Living Administrators
- Occupational Therapists
- Occupational Therapy Assistants
- Psychologists
- School Administrators
- Social Workers
- Speech-Language Pathologists
- Teachers/School-Based Personnel
Copyright :
04/21/2023
Autism Intervention through the Lenses of Internal Family Systems and Polyvagal Theory: A Step-by-Step Guide to Increase Client’s Emotional, Somatic, and Cognitive Awareness
Autistic patients have a challenging time engaging in therapy, especially trauma therapies. This is in many ways due to the reliance of cognition. While pattern recognition and strong intellect are a great strength it does little to compensate for the difficulty with social engagement due to a dampened social engagement system.
Join autistic clinician Sean Inderbitzen, LCSW, Member of MINT, as he guides you through using Internal Family Systems and Polyvagal Theory lenses to assess cognitive suppression of emotional and somatic experiences of autistic clients. Building on this awareness, you’ll explore ways to increase somatic and energetic awareness during therapy sessions with your autistic clients.
Program Information
Objectives
- Use an Internal Family Systems lens to assess cognitive strategy parts of autistic clients which make it difficult to engage in somatic and emotional processing.
- Apply Internal Family Systems therapy to work with cognitive parts.
- Use polyvagal theory to create somatic, energetic and awareness of beliefs consistent with hyper/hypo arousal states.
Outline
Why Internal Family Systems Therapy and Polyvagal theory for autism intervention
IFS to overcome cognitive suppression in autistic individuals
Polyvagal theory to create somatic, energetic and awareness of beliefs consistent with hyper/hypo arousal states
Integration and treatment of somatic and energetic awareness in autistic Individuals
Target Audience
- Addiction Professionals
- Case Managers
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Psychologists
- Social Workers
- Speech-Language Pathologists
Copyright :
03/20/2023
Autism Spectrum Disorder, ADHD, Cerebral Palsy, and Clinical Virtual Reality (VR): New Technologies for Treating Sensorimotor Impairments
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
EMDR and Trauma Processing for High Functioning Autism: Adaptations for Individual Needs of the NeuroBeautiful
High functioning autistic clients often face social rejection, bullying, exploitation, and feeling like the "odd person out," which can be traumatizing.
Yet, few trainings have given therapists the skills they need to address this type of trauma in high functioning autistic clients.
This workshop will help you gain the unique skills and sensitivities necessary to help these clients navigate trauma in ways that respect their individual differences.
In this workshop, renowned expert Dr. Sandra Paulsen shares an insider's perspective, clinical experience and research findings that will help you develop trauma processing skills from EMDR and other modalities. From a neurodivergent viewpoint, you will discover key considerations and learn strategies that enhance your therapy… such as:
- Recognize the crucial connection between trauma and autism spectrum experiences
- Use EMDR to overcome core experiences of social rejection, judgements, and isolation
- Step-by-step breakdown of each phase of EMDR so you can customize it for every unique client
- Soothe nervous system dysregulation and help clients create a baseline of safety and regulation
- Skills to navigate dissociation, silence in session and incorporate storytelling
All with handouts, references and assessment instruments!
Join us and gain practical insights, expand your therapeutic toolkit, and learn how to provide trauma-informed care that supports the unique needs of clients on the autism spectrum!
Program Information
Objectives
- List six assessment methods for individuals on the spectrum.
- Outline the phenomenology of high functioning autism across eight constructs.
- Propose four ways therapists can attenuate the challenges of the work for HFA.
- List five changes to the eight phases of trauma processing to take HFA into account.
Outline
Neurodiverse & Neurobeautiful
- A different nervous system
- Seeing gifts instead of pathology
- Discover your client’s superpowers
- Recognize high-functioning vs savant
- Utilize screens, assessments and scales
Autism and the Brain
- Seemingly contradictory qualities of “high functioning”
- Foundation of Pankseppian Affective Processing Theory
- Dendritic branching and associative linkages
- Developmental considerations and differences
- Impact of a less lateralized brain
- Amygdala and the “deep brain”
- Additional challenges related to trauma processing
The Phenomonology of High Functioning Autism
- It all beings with Spoon Theory
- When the pot boils over… meltdowns, overload & shutdown
- The constant challenge of self-regulation
- Sensory protectiveness & stimming for self-regulation
- Understand “monotropism” & the problem of interruption
- Silence in the DSM: Somatic Features
- Masking and Adaptive Morphing
The Eight Phases of EMDR & Other Trauma Processing
- The Common Trauma Loop
- Overcome the “chicken vs the egg”
- Core narratives from social rejection
- Steps to connect and build rapport sensitively
- Considerations & adaptations for EMDR phase
- Overcome common challenges to using EMDR with HFA
- How to incorporate storytelling
- Diverse assessments and scales
- What to do when dissociation is present
- Being patient – allowing for silence with delayed processing
- Considerations for working with children
- Use body scans effectively and appropriately
- Closure and follow-up, how it’s different
Target Audience
- Counselors
- Social Workers
- Psychiatrists
- Psychologists
- Case Managers
- Addiction Counselors
- Therapists
- Marriage & Family Therapists
- Psych Nurses
- Other Mental Health Professionals
Copyright :
07/07/2023
Motivational Interviewing for High-Functioning Autism in Adulthood: An Insider’s Perspective
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
Treating Autism Spectrum Co-Morbidities: Pharmacological and Non-Pharmacological Interventions for Irritability, Anxiety, ADHD, & More
Why do so many autistic kids end up on antipsychotic medications? Sure, they might be helpful, even lifesaving at times, but aren’t they also potentially very harmful? Can’t we try something different first?
Dr. Josh Feder, Editor in Chief at the Carlat Child Psychiatry Report has been calling out Big Pharma for three decades. Drawing on his approach from his latest book, Child Medication Fact Book for Psychiatric Practice, Second Edition, you’ll learn all the steps you might try before resorting to antipsychotic medications to reduce client struggles with irritability, anxiety, aggression, depression, ADHD, and sleep.
From non-pharmacological approaches to supplements, milder medications, and, if you need them, how to monitor for the side effects of antipsychotics and reduce some of the side effects, you’ll be ready to match the interventions with the needs and values of autistic clients and their families.
This is a session you don’t want to miss! Register Now!
Program Information
Objectives
- Catalogue three kinds of approaches to helping reduce irritability, anxiety, aggression, depression, ADHD, and sleep in autism.
- Theorize the potential for at least three side effects of antipsychotic medications.
- Extrapolate three strategies for avoiding or reducing the side effects of antipsychotic medications.
Outline
- Meet Betsy – adorable, autistic, but irritable
- Sorting out why
- Before meds
- From supplements to antipsychotics for irritability, anxiety, aggression, depression, ADHD, and sleep
Target Audience
- Nurses
- Dieticians
- Psychologists
- Social Workers
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Speech-Language Pathologists
- Occupational Therapists
- Physical Therapists
- Teachers/School-Based Personnel
Copyright :
03/03/2023
Ethical Considerations in Autism Related Services: Operating at the Highest Level Possible
Listening to feedback from autistics that have experienced services and supports that were intended to help yet may have done harm, is critical.
Join Drs. Kathleen Platzman and Karen Levine guide you through the Autistic Self Advocacy Network (ASAN) toolkit—developed by autistic self-advocates—which provides the field feedback on what is ethical and what is not. Using the ASANs toolkit as a guide, we’ll look at:
- Many common practices within autism related services and supports that have serious ethical concerns
- Way to provide ethical services to ensure we are operating at the highest ethical level possible, looking through the lens of autistic self-advocates
This session is in part based on the ASAN toolkit entitled, "For Whose Benefit: Evidence, Ethics, and Effectiveness of Autism Interventions".
Program Information
Objectives
- Determine at least three unacceptable practices identified in the ASAN toolkit and integrate strategies to avoid these unacceptable practices.
- Choose at least three acceptable practices identified in the ASAN toolkit and strategies to integrate these acceptable practices in clinical practice.
- Utilize strategies to challenge professional practice and incorporate recommendations of the ASAN toolkit.
Outline
- Ethical Considerations in Autism Related Services
- Good and acceptable autism related services practices
- Avoid unacceptable autism related services practices
- Strategies for challenging professional practice and incorporating the recommendations of the ASAN toolkit
Target Audience
- Licensed Clinical/Mental Health Counselors
- Occupational Therapists
- Speech-Language Pathologists
- Teachers/School-Based Personnel
- Social Workers
- Occupational Therapy Assistants
- Psychologists
- Marriage & Family Therapists
- Physical Therapists
- Physical Therapist Assistants
- School Administrators
- Case Managers
- Nurses
- Nursing Home/Assisted Living Administrators
Copyright :
03/23/2022
Lights, Camera, Empowerment! Neurodiversity and the Transition to Independence
Are your clients ready for their next step? Transition to adulthood, including attending college or starting employment, is a time of significant change for many individuals. For neurodivergent individuals, excitement and anticipation of this change is frequently coupled with a sense of nervousness about how to manage these next important steps. Many times, as individuals in “helping” professions, we work hard on ensuring that every accommodation and support is put into place for our children and clients. Where we fall short, is allowing for opportunities of exploration and autonomy within a structured setting. This way, clients learn their best practices, and how to advocate for them. It is critical that therapists, educators, and all stakeholders consider post-secondary transition needs and make a targeted plan to support a student’s journey to independence.
In this session, transition planning best practices are used to consider therapeutic outcomes and to support targeted goal setting. A variety of evidence-based methods for promoting dynamic learning, self-awareness, self-regulation, and self-advocacy strategies to build a student’s personal autonomy are discussed. Attendees will be provided with strategies ready for immediate use.
Program Information
Objectives
- Differentiate key tenets of IDEA and ADAAA.
- Determine therapeutic targets that improve student independence and increase preparedness for post-secondary transition.
- Construct opportunities for dynamic learning and student empowerment within the therapeutic and academic setting.
Outline
- Helping Autistic Clients/Students Transition to Independence
- Key tenets of IDEA and ADAAA
- Therapeutic targets that improve student independence
- Ways to increase preparedness for post-secondary transition
- Dynamic learning and student empowerment within the therapeutic and academic setting
Target Audience
- Addiction Counselors
- Counselors
- Marriage & Family Therapists
- Nurses
- Occupational Therapists
- Physicians
- Psychologists
- Speech-Language Pathologists
- Social Workers
- Teachers/School-Based Personnel
- Other Mental Health Professionals
Copyright :
04/04/2022
Autism, LGBTQIA+, and The Intersectionality of Gender and Sexuality
Like autism, gender exists on a spectrum...
With the rise in clients seeking services related to gender identity, we know many are autistic. We also know gender identity and sexuality are more diverse among autistic individuals when compared to the allistic (non-autistic) population.
To best help your autistic clients looking for support related to their gender identity and sexuality, it’s imperative you understand how the two spectrums overlap.
Join Wenn Lawson, PhD, an autistic transgender psychologist as he guides you through the implications for gender and sexual development, diagnosis, as well as how to support this diverse population. This session explores these issues and more!
Program Information
Objectives
- Demonstrate the central tenants coexisting between autism, LGBTQIA+ and their intersectionality.
- Utilize analogies, research, and resources laid out in this session for purposes of client psychoeducation.
Outline
- Overlap Between Autism and Gender Diversity
- Intersectionality's Rarely Considered in Research
- ASD & Gender Identity
- ASD & Gender Dysphoria
- Mental Health Concerns
- Equity and Quality of Life in Autism & GD
Target Audience
- Addiction Professionals
- Psychologists
- Social workers
- Case Managers
- Licensed Clinical/Mental Health Counselors
- Marriage & Family Therapists
- Nurses
- Occupational Therapists
- Physical Therapists
- Speech-Language Pathologists
- Teachers/School-Based Personnel
- Nursing Home/Assisted Living Administrators
Copyright :
03/28/2022
Sexuality and Sexual Behavior Challenges for Individuals on the Autism Spectrum
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
Welcoming Kick-Off Ceremony with Stephen Shore
Copyright :
02/23/2024
Live Q&A for Part 1 of Autism Specialist Certification Course
Copyright :
03/28/2024
Live Q&A for Part 2 of Autism Specialist Certification Course
Copyright :
05/02/2024
Live Q&A for Part 3 of Autism Specialist Certification Course
Copyright :
06/06/2024
Live Q&A for Part 4 of Autism Specialist Certification Course
Copyright :
07/11/2024
Live Case Consultation and Graduation Ceremony - Autism Specialist Certification Course
Copyright :
08/15/2024