Full Course Description

2-Day Autism Spectrum Masterclass: Social and Behavioral Interventions to Reduce Complex and Challenging Behaviors in Children, Adolescents & Young Adults

Transform your autism intervention with this 2-day Autism Spectrum Masterclass recording!

Begin by joining autism expert and author, Cara Daily, PhD, BCBA, and learn the most effective evidence-based social and behavioral interventions for working with the pervasive comorbid disorders and symptoms associated with ASD.

Dr. Daily makes this complex disorder easy to understand—you will leave with the interventions and skills required to confidently teach children, adolescents and young adults with autism how to live more independent and fuller lives!

Learn how to integrate the latest research on brain development, visual and environmental modifications, cognitive-behavioral interventions and successful psychosocial techniques to help clients manage challenging behaviors related to ASD.

Through engaging case studies, demonstrations, and hands-on activities you will learn the skills necessary to:

  • Manage emotional and physical reactions to anxiety and OCD
  • Turn maladaptive behaviors around and reduce meltdowns
  • Improve attention, motivation and organizational skills
  • Decode ADHD and Executive Functioning in ASD
  • Decipher symptoms of OCD vs. ASD
  • Reduce depressive symptoms and suicidal ideation
  • Strengthen the skills needed to make/keep friends
  • Address body and sexual awareness, exploration of self, sexual arousal
  • Recognize what trauma looks like with ASD
  • Expose clients to more appropriate self-stimulatory behaviors
  • Accurately interpret assessment reports to guide effective interventions
  • Use classroom modifications for preferential seating, successful transitions and alternate task-taking

Learn the essential autism treatment tools that are easy to implement in the clinic, at school and home! 

Program Information


  1. Assess, screen and diagnose Autism Spectrum Disorder (ASD) using DSM-5® and future ICD-11 diagnostic criteria.
  2. Differentiate between neurological abilities and impairments in clients diagnosed with ASD.
  3. Create a comprehensive treatment plan that targets symptoms of ASD based on results of comprehensive evaluations.
  4. Evaluate and develop your communication style to facilitate effective, reciprocal conversations with clients diagnosed with ASD.
  5. Utilize developmentally-appropriate interventions to teach your clients with ASD how to engage in appropriate sexual behaviors.
  6. Employ sensory-based relaxation techniques to reduce symptoms of anxiety in your clients with ASD.
  7. Employ visual strategies to assist clients with executive functioning deficits.
  8. Evaluate the ethical dilemmas associated with utilizing specific punishment techniques, including timeout and seclusion.
  9. Utilize techniques of mindfulness, CBT, and family therapy to treat depression in clients with ASD.
  10. Develop a plan for effective coping with clients experiencing anxious situations.
  11. Integrate techniques of exposure and response prevention in treating OCD with clients who have been diagnosed with ASD.
  12. Demonstrate the potential side effects of psychotropic medication that can mimic or cause behavioral issues related to ASD.


Neuropsychology: How the Brain with Autism Works

  • Latest research in ASD brain development
  • Comorbid disorders and symptoms
  • Enhanced vs. impaired abilities
  • Information processing: Typical brain vs. brain with autism
  • How an individual with ASD processes tasks

Assessments: From Observational to Standardized Tools

  • Comprehensive diagnostic tools and evaluations
  • Screeners for anxiety, depression, OCD
  • Career planning assessments
  • Modified checklists for infants and toddlers
  • Accurately interpret reports to guide interventions
  • Ethical challenges in assessment and communication of diagnosis


Effectively Intervene Early

  • Applied Behavioral Analysis to break down targeted skills
  • Developmental interventions to express feelings and form relationships
  • Educational interventions for parents
  • Ethical principles to educate and support families in treatment choices
  • Case study: 2-year-old boy, working on verbal requests

Strengthen Communication and Social Interaction Skills

  • Visual systems to improve communication and reduce meltdowns
  • Teach turn-taking and pragmatic language
  • Programs to assist in generalizing social skills
  • Video modeling and role play to teach social rules
  • Social stories and social autopsies
  • Special interests to change unwanted or inappropriate behavior
  • Case study: 8-year-old male, competitive, difficulty losing at games, aggressive with peers

Manage Sensory Overload and Self-Stimulatory Behaviors

  • Exposure to more appropriate self-stimulatory behaviors
  • Fading out severe self-stimulatory behaviors
  • Environmental strategies including classroom modifications
  • Case study: 6-year-old female, hand flapping, rocking, and high-pitch squealing sounds

Decode ADHD and Executive Functioning in ASD

  • Improve attention, on-task and organizational skills
  • Schedules, timelines, web diagramming
  • How to provide more preferred tasks vs. less preferred tasks
  • “Home base” to help organize in classroom
  • Case study: 11-year-old male, difficulty planning/ organizing, needs help with social pragmatic language skills

Decrease Undesirable Physical, Verbal and Other Inappropriate Behaviors

  • Turn noncompliance and oppositional behavior around
  • Applied behavioral analysis techniques
  • Token economy systems
  • Functional behavioral assessment made easy
  • Case study: 10-year old male, impulsive, engages in stealing behaviors

Manage Anxiety and Specific Phobias

  • Cognitive Behavioral and Coping Cat Training
  • Recognize emotional and physical reactions to anxiety
  • Clarifying thoughts and feelings in anxious situations
  • Develop plans for effective coping
  • Evaluate performance and giving self-reinforcement
  • Case study: 9-year old male, generalized anxiety disorder, and school phobia

Decrease Obsessive-Compulsive Behaviors

  • Decipher symptoms of OCD vs ASD
  • CBT and Exposure and Response Prevention
  • Mapping OCD
  • Creating the exposure hierarchy
  • Relapse prevention and family sessions
  • Case study: 22-year old female, excessive hand washing with fear of illness

Reduce Depressive Symptoms and Suicidal Ideation

  • Psychosocial interventions: Experiential activities with practice time
  • Cognitive-behavioral therapies
  • Mindfulness-based therapies
  • Family therapies
  • Social and vocational programs
  • Case study: 15-year-old male, hates school and has a plan, intent, and timeline for suicide

Sexuality and Sexual Behavior Challenges

  • Body awareness and exploration of self
  • Sexual arousal, puberty and sex education
  • Address dating and sexual relationships
  • Education on masturbation and pornography
  • Gender Identity and LGBTQ
  • Case study: 14-year-old male, frequent masturbation and stalking behaviors

Psychopharmacological Interventions

  • Commonly prescribed medications
  • Medication efficacy
  • Risks vs. benefits
  • Case study: 17-year-old male, flat affect, on medication for ADHD and anxiety

Special Considerations

  • Trauma: Similarities and differences with ASD
  •  Independent living and career planning
  • Guardianship and legal Issues
  • Multicultural and gender differences
  • Limitations of research and potential risks
  • Case study: 5-year-old male, adopted overseas with no birth or developmental history
  • Case Study: 19-year-old female, living at home with mom, no job, and never diagnosed with ASD

Ethical Challenges in Autism

  • Guidelines for assessment, treatment, and consultation
  • Welfare of the individual Informed consent
  • Use of restraints
  • Time-out vs. seclusion
  • Case study: 8-year-old-male, screaming, standing on top of table with scissors in his hand

Target Audience

  • Psychologists
  • Counselors
  • Social Workers
  • Marriage and Family Therapists
  • School Psychologists
  • School Counselors
  • School Social Workers
  • Speech-Language Pathologists
  • Occupational Therapists
  • Occupational Therapy Assistants
  • School Administrators
  • Special Education Teachers
  • General Education Teachers
  • School-based Personnel
  • Behavioral Intervention Specialists
  • Psychiatrists Educational
  • Paraprofessionals
  • Nurses
  • Youth Leaders
  • Probation Officers
  • Clergy
  • Other helping professionals who work with children/adolescents/young adults

Copyright : 11/14/2019

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

Join author and expert Varleisha Gibbs PhD, OTD, OTR/L, as she teaches you how to skillfully apply strength-based sensorimotor interventions for improving social, emotional, and cognitive function in children with Autism Spectrum Disorder (ASD).

Drawing on the latest research in neuroscience, Dr. Gibbs will guide you through the underlying neuroanatomical connections to help you better select and develop appropriate interventions.

You’ll learn: 

  • Activation of the Vagus nerve, music and movement techniques, and breathwork for emotional regulation and social participation 
  • New self-regulation and mindfulness techniques to support arousal levels along with new assessments and treatments to organize daily interventions 
  • Environmental modifications to support optimal function of children with autism 

Dr. Gibbs will share techniques from her books Self-Regulation and Mindfulness (PESI Publishing & Media, Summer 2017) and from her latest book on Trauma Treatment in ACTION (PESI Publishing & Media, 2021). 

Program Information


  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.


  • 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   

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 : 04/22/2021

Self-Regulation Interventions for Children & Adolescents: Reduce Frustration, Emotional Outbursts & Oppositional Behaviors

This seminar will help you to better intervene with the challenging child—the one who won’t sit still; doesn’t follow directions; often throws tantrums; or has difficulty waiting for their turn. They may “hit first and ask questions later”. They react impulsively and have difficulty expressing what they need or what is frustrating them. We know this child is intelligent, caring and kind, but their behavior doesn’t reflect these positive qualities. These are the children who confuse and frustrate parents and who overwhelm teachers and peers. They struggle to meet basic expectations and are unable to succeed in school, with peers and at home.

Watch clinical psychologist Dr. Ehlert and learn to effectively intervene with the emotional and behavioral dysregulation of children with High-Functioning Autism, ADHD, Learning Disabilities and Sensory Processing Disorders. Through hands-on activities and dynamic discussion, you will learn techniques, behavioral strategies, problem-solving strategies and brain training exercises to:

  • Address the sensory, language and executive functioning processing deficits that trigger them
  • Increase their self-control, social success, emotional control and task completion
  • Teach flexibility, tolerance, thinking it through and decision-making
  • Reduce the frequency and duration of their tantrums and emotional outbursts

Walk away with proven emotional, behavioral and processing strategies that lead to social and academic success!

Program Information


  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. Choose 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.


Perspective-Taking and Meaning to Improve Behavior
The intersection of sensory, cognitive, affect and motor systems

  • 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
  • De-escalation strategies and precursors to problem-solving
Sensory Deficits
Interdependence between sensory processing and perception
  • Interventions to reduce sensory triggers
  • Desensitize strategies to reset the “panic switch”
  • Manage the environment to reduce sensory overload
  • Experience your own dysregulation to sensory challenges
Language/Learning Deficits
Incorporate language processing into our understanding of behavior
  • Your emotional response to their language challenges
  • Recognize, validate and problem-solve common language deficit triggers
  • Social Pragmatics insight and behavior
  • Suggestions for accommodations and modifications for the classroom
Executive Functioning Deficits
Effective supports to overcoming EF roadblocks
  • Problem-solving strategies to improve organization, working memory and metacognitive deficits
  • Environments that manage fidgeting, restlessness and inattention and provide positive social-emotional regulation
  • Experience how we might set kids up to fail without realizing it
Behavioral Strategies
Empower children to make positive choices and take responsibility for their behavior
  • Create realistic expectations through better understanding of the child’s process
  • Successful “resetting” through behavior modification and skills coaching
  • Environmental structures and nurturing words that regulate
  • Reduce tantrums and emotional dysregulation through cognitive restructuring
Problem-Solving Strategies
Teach flexibility, tolerance and decision-making
  • End power struggles and the blame game
  • Improve child’s acceptance and personal responsibility for behavior
  • Create realistic expectations
  • Use language as a self-regulation tool
Brain Training
Increase task completion, social success and emotional control
  • Music and rhythm
  • Cerebellum Stimulation Training
  • Brain Gym®
  • Yoga & mindfulness
  • Neurotherapy models
  • Limitations of research and potential risks
Neuro-Biological Considerations
  • Diet/food
  • Supplements/vitamins
  • Sensitivities/toxins
  • Movement and exercise to regulate the brain

Target Audience

  • Counselors
  • Social Workers
  • Psychologists
  • Psychotherapists
  • Psychiatrists
  • Therapists
  • Art Therapists
  • Marriage and Family Therapists
  • Speech-Language Pathologists
  • Teachers
  • Physicians
  • School Guidance Counselors
  • Case Managers
  • Nurses
  • School Administrators
  • Educational Paraprofessionals
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Addiction Counselors
  • Other Helping Professionals who Work with Children

Copyright : 11/18/2021

Alternative Learners and "Outside the Box" Thinkers: Innovative Interventions for Kids & Teens with ADHD, Autism, and Learning Differences

With remote and hybrid learning on the rise, students who are considered “alternative learners” – those with ADHD, Autism, and learning disabilities – are facing unprecedented challenges as they pivot to meet the demands of this new educational era.

Watch Dr. Sharon Saline in this recording that dives into practical, collaborative tools for addressing the educational and mental health concerns of kids who learn differently. Packed with insight and concrete strategies, this program will prepare you, your clients/students, and their families for a successful school year, including how to:

  • Navigate remote, in-person, and hybrid learning models that aren’t designed with them in mind
  • Increase motivation, goal-directed persistence, time management, and organizational skills
  • Identify potential mental health issues related to learning challenges for non-neurotypical children and adolescents
  • Support families — create effective daily routines, manage stress, and build connection

If you work with kids and teens, this training is a must!

Program Information


  1. Assess for potential mental health issues related to learning challenges for non-neurotypical children and adolescents. 
  2. Utilize interventions to help alternative learners improve motivation, goal-directed persistence, time management, and organizational skills. 
  3. Determine appropriate levels of scaffolding to best aid student learning and improve engagement.


Who are Alternative Learners? 

  • “Outside the box” thinkers:  So many strengths! 
  • Issues related to unequal access for services and learning. 
  • Co-existing conditions and how to intervene (especially anxiety) 
  • What the research tells us about alternative learners and related diagnoses

Executive Functioning (EF) Skills 

  • How to identify EF skill deficits 
  • Strategies to improve EF skills at home and school 
  • Motivation, procrastination, and disorganization 

Hybrid Learning:  Interventions for Virtual and In-Classroom Education 

  • Challenges specific to alternative learners and their families 
  • Parent v. student roles with homework, responsibility, and monitoring 
  • Reduce conflict and improve connection within families 
  • Tools for collaboration, consistency and communication 

Target Audience

  • Counselors
  • Social Workers
  • Psychologists
  • Marriage and Family Therapists
  • Educators
  • School Psychologists
  • School Counselors
  • School Social Workers
  • Educational Paraprofessionals
  • School Administrators
  • Speech-Language Pathologists
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Nurses
  • Case Managers
  • Other Helping Professionals Who Work with Children 

Copyright : 08/21/2020

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

Have you ever worked with a child or adolescent and noticed that treatment wasn’t progressing as expected? Or perhaps you noticed a developmental concern, and you suspected Autism Spectrum Disorder (ASD), but didn’t know what to do next?

Join Rebecca Sachs, PhD, ABPP, and Tamara Rosen, PhD, and learn how to skillfully use specific screening and assessment-based tools and strategies for: 

  • When ASD is suspected and you feel stuck 
  • Understanding and treating challenging behaviors that may be impacting treatment  
  • Confidently communicating ASD concerns to other professionals and parents 
  • Making effective and appropriate referral 
  • Incorporating screening and assessment results into tailored interventions 

By incorporating this knowledge and using skills that you already have, you will be able to support your client’s underdeveloped areas while also harnessing their strengths! 

Program Information


  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.


  • 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 

Target Audience

  • Licensed Professional Counselors 
  • Social Workers 
  • Psychologists 
  • Psychiatrists 
  • Speech-Language Pathologists 
  • Occupational Therapists 
  • Occupational Therapy Assistants 
  • Teachers/School-Based Personnel 

Copyright : 04/22/2021

Different... Not Less

Join Temple as she shares insight from the latest edition to Different… Not Less. In this interview-style keynote, she will explore the extraordinary potential of those on the autism spectrum, along with strategies to help them tap into their hidden abilities!

Program Information


  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.


  • 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 

Target Audience

  • Educators
  • Occupational Therapists 
  • Occupational Therapy Assistants 
  • School Administrators 
  • Speech-Language Pathologists 
  • Teachers/School-Based Personnel 

Copyright : 04/22/2021