Full Course Description

“Break Through” Self-Regulation Interventions for Children and Adolescents with Autism, ADHD, Sensory or Emotional Challenges

Message from Your Presenter …

No one ever said that working with children with autism, ADHD or sensory disorders is easy. Theo will only eat white foods, tends to be buried in his own world and melts when he is transitioned too quickly. Steven, in 6th grade, has ADHD, poor organization skills and an attitude that is hard to break through. But, how do we help a child break through the self-regulation issues that limit their achievements?

That was the question I posed to myself twelve years ago. I set out to learn as much as I could about theories, techniques, and research that could help make the lives of these young people much more manageable and promising. I took intensive courses on multi-sensory approaches, sensory integration, self-regulation, yoga, autism, ADHD and became a Certified Autism Specialist in 2016. I have extensive experience adapting these techniques to make them usable in a variety of settings while working closely with teachers, aides, child study professionals and parents.

Watch me as I guide you through a broad set of self-regulation interventions culled from my years of research and practice along with strategies for adapting them to your setting. You will leave my training with the essential skills, interventions and strategies to help children find harmony with themselves, their families and the world around them!

You will learn:

The most effective calming, sensory, motor or behavioral techniques for a given type of behavior
Peer-to-peer video feedback as a social intervention for children and teens with ASD
Sleep interventions for children with erratic sleep schedules
Interventions for Repetitive and Restrictive Behaviors for a child with stereotypy
Organization strategies for home and school for teenagers with ADHD
And more!

I look forward to seeing you there! Purchase today!

Program Information

Objectives

Utilize effective calming, sensory, motor or behavioral techniques and activities for a given type of behavior in the classroom, clinic and home.
Demonstrate early predictors of ASD, ADHD and sensory challenges in infants and toddlers to design appropriate interventions.
Implement interventions for repetitive and restrictive behaviors for a child with stereotypy.
Integrate peer-to-peer video feedback into social interventions for children and teens with ASD to increase social ease.
Utilize the “Bedtime Fading with Response Cost” sleep intervention for children with erratic sleep schedules.
Design innovative grounding activities and organizational strategies effective for teens with ADHD for at home and school.
Integrate “team-based” self-regulation interventions for the classroom, clinic and home.

Outline

The Many Challenges of Self-Regulation

Balancing the needs of the body, brain, senses, emotions and the social self
Emotional regulation and sensory regulation
Neurotypical children v. atypical children
Differences with ASD, ADHD, and other challenges
Tying intervention to assessment results
How well are we doing the research?

A Little Bit of Neuroanatomy

Cerebellum: The prediction machine
The ASD, ADHD, sensory connection
Mapping emotions
The vagal nerve’s job in all this

Let’s Talk about Infants and Toddlers

Early predictors of ASD, ADHD and sensory challenges
Infants, temperament, crying and social attention
Facial expressions and emotions in ASD
Parent video feedback with infants makes a difference!

Self-Regulation for All Age-Groups and Behavior Types

Calming and gradual exposure and desensitization
Rethinking the classroom, office, and/or home environment
Strategies for pre-school and the kindergarten classroom
Play, play, play! Inside/outside the classroom
Classroom aerobics and other activities
Heavy work, exercise, deep pressure and play

Eating and Sleeping Can Co-opt Good Effort

Effect of poor sleep on repetitive behaviors and negative affect in ASD
Effects of sensory processing on sleep
Bedtime Fading with Response Cost (BFRC) Intervention
Melatonin, elimination diets and supplements for ASD and ADHD
Sensory intervention at mealtime

Autism Spectrum Disorder: Techniques You Should Absolutely be Using

Engaging lists, stories and transitions (Make them fun!)
J. Shauls’s Conversation Train (and more!)
Making consistency as your modus operandi
Play engagement, DIR, ABA, Discrete Trials and more
Restrictive, Repetitive Behaviors (RRBs) Interventions
- High order v. low order
- Exercise and aquatic movement
- Ayer’s Sensory Therapy®
- Mixed method interventions
Help kids with ASD handle peer rejection
Video feedback for social scenarios: Do’s and don’ts

ADHD: Effectively Intervene with This “Moving Target”

How imaging studies have challenged our ideas of ADHD
A new look at combined ADHD and Concentration Deficit Disorder
Innovative organization techniques
Creating simple habits and keeping it simple
Grounding activities: Mindfulness, karate, HIIT
Self-management intervention and “getting to center”
Check impulsivity meta-cognitive group games
Revisiting feedback and timing in the cerebellum

Special Interventions for Teens and Tweens

Video feedback: Create appropriate expressions, reactions and interactions
Social skills programs to develop real-life empathy
Regulation techniques for social situations and avoiding peer rejection
Sensorimotor Therapy to cut through trauma

It’s a Team—Going for the Championship

Partnership of teachers, therapists and specialists
Interlace the team’s self-regulation goals to make them effective
How to include parents: Highly effective at-home interventions

Target Audience

Occupational Therapists
Occupational Therapy Assistants
Speech-Language Pathologists
Teachers/School-Based Personnel
School Administrators
School Social Workers
Physicians
School Counselors
School Psychologists
School Guidance Counselors
Psychologists
Social Workers
Licensed Professional Counselors
Physical Therapists
Physical Therapist Assistants

Copyright : 09/22/2023

DBT for Neurodivergent Clients: Adapted Techniques to Improve Emotional Regulation and Interpersonal Skills in Clients with ADHD, ASD, and more!

Dialectical Behavior Therapy (DBT) has helped thousands of therapists improve their client’s life skills quicker and more effectively than they ever thought possible…

…but if you work with clients who are neurodivergent, you could be missing key ingredients to successfully integrate DBT practices into their lives.

Whether it be talking too fast or not giving enough processing time, using analogies or idioms that don’t work, or even expressing frustrations over client manner of participating, you might unwittingly be perceived as shutting them down or trying to fix them and make them neurotypical rather than equip them to build an abundant life in their own way.

Watch neurodiverse speaker and DBT expert Hannah Smith, as she shows you highly effective ways to adapt this powerful treatment for this population and learn how to coach these skills in an accessible & inclusive way.

You’ll gain:

Helpful tools to present DBT concepts to your neurodivergent clients and make them more accessible and useable
Client-focused ways to target DBT skills, such as emotion regulation and interpersonal effectiveness that do not come across as “be more neurotypical”
Increased confidence and competence in identifying and working with key aspects of neurodivergence
…and so much more!

Clients are crying out for skills to help them manage the overwhelm but not so they can “be neurotypical” – and DBT, like no other therapy, includes whole-person/wholebrained skills that can do this.

Purchase today!

Program Information

Objectives

Utilize modern-day empowering terminology and adaptive techniques to improve client engagement with neurodivergent (ND) populations.
Identify DBT structure and the difference between individual and group approaches and their associated skills for ND populations as related to clinical practice.
Examine typical hemispheric brain lateralization biases & vertical blocks in information processing in ND brains to enhance mindfulness practice and improve client level of functioning.
Describe the neuroscience-informed process of naming emotions to raise awareness of places for volitional behavioral intervention in relation to assessment and treatment planning.
Recognize vertical blocks to somatic awareness and distress tolerance skills to provide more targeted therapeutic applications and improve treatment outcomes.
Evaluate cognitive structures (ROSE, DEAR MAN, etc.) to de-mystify interpersonal effectiveness for purposes of ND client psychoeducation.

Outline

Masking, ableism and more: a clinician’s guide to modern neurodivergence concepts

Masking, sponging, ableism, and other key vocab/concepts
Raising clinician competence with the wheel of neurodivergence
- Identifying/articulating key aspects of neurodivergence
- Essential therapeutic adaptations for neurodivergent populations
  - In individual practice
  - In group practice

Why neuroscience in DBT for the neurodiverse population – benefits & challenges

Neuroscience-informed structure of the standard four modules
Key features of each module
Important difference between group and individual practice
Liabilities, limitations & research

The problem of dialectics

What are dialectics? What are they really?
Contrasting neurodivergent & neurotypical brains for clarity, engagement & troubleshooting
Modified, brain-based DBT as a solution

Awareness & adaptations in teaching mindfulness: finding the beacon in the storm

The neuroscience of mindfulness
The power of the present moment
The mindful clinician & the neurodivergent brain

Regulating emotions for sensory overload - riding the mighty waves

The macro & micro of emotions
The process of naming & taming emotions
Clarifying places for client-lead intervention

Neuroscience-informed strategies for distress tolerance & crisis management: from tempest to tranquility

The rules of distress tolerance/crisis management
Two types of distress & sensory overload
Targeting awareness & skills

De-mystifying interpersonal effectiveness - “it’s not just social cuing”

The 13 millisecond problem – vertical (amygdala & nervous system) blocks to interpersonal relations
The neurodivergent brain-based need for structure, literality, logic, and more

Case studies & practical applications

Target Audience

Social Workers
Counselors
Psychologists
Psychotherapists
Addiction Counselors
Art Therapists
Marriage & Family Therapists
Psychiatric Nurses
Psychiatrists
Physicians
Occupational Therapists
Speech-Language Pathologists
Other Mental Health Professionals

Copyright : 09/14/2023

Mindfulness-based Interventions for use in the Treatment of Autism Spectrum Disorder

Over the years, worldwide awareness and understanding of autism spectrum disorder has grown to the point where children are more likely to be identified and diagnosed at a much earlier age. What this means, additionally, is that an increasing number of adults are also being identified for the very first time in their lives.

As a spectrum diagnosis, the symptoms and presentation of autism can fly easily under the radar and you may find yourself with autistic clients just forming their initial understanding. With close to 50% of autistic individuals reporting co-occurring anxiety disorders, clients have likely struggled with self-esteem & belonging, rigid thinking and confusion about social interactions. Mindfulness exercises have been shown to help autistic clients reduce anxiety, increase social/emotional reciprocity, reduce rumination and increase emotional regulation.

This course will provide an in-depth look at social and emotional impacts for adults living with level one ASD and how mindfulness interventions can provide a useful shift. Specific mindfulness exercises will be provided for use in your clinical practice.

Program Information

Objectives

Differentiate between Autism and other disorders.
List the common misconceptions regarding ASD.
Describe why and how mindfulness can benefit those with ASD.
Demonstrate knowledge of the various evidence and mindfulness-based treatments for ASD.
Employ numerous mindfulness exercises and interventions targeting social/emotional reciprocal deficits and restrictive and repetitive behavioral impacts of ASD in clients.

Outline

The Mindful Clinician

Understanding symptoms of ASD
The Importance of Language: Neurodiversity Paradigm v. Deficit Model
How is ASD diagnosed?

Differentiate Fact from Fiction

Common myths about ASD (“low functioning”, person-first language, Rainman, Aspergers)
Presentation in men vs. women
Assessing for co-occurring disorders

Understand the Impact of ASD on Children, Adults and Parents

Are you treating ASD or its emotional impact?
“Masking” & its emotional toll

The Mindful Treatment of ASD

Applied Behavioral Analysis & its controversy
Social Skills Groups
Efficacy of alternative approaches

Mindfulness Psychoeducation for ASD

Why mindfulness for ASD?
Differentiating between mindfulness and meditation

Mindfulness-based Tools for the Clinician
Exercises to:

Increase social reciprocity
Calm the mind, body and emotions
Increase flexible thinking
Manage stimming & other repetitive behaviors
Increase self-compassion
Reduce ASD-related social anxiety
Increase emotional regulation ability

Target Audience

Licensed Clinical/Mental Health Counselors
Marriage & Family Therapists
Psychologists
Addiction Professionals
Social Workers

Copyright : 02/13/2023

Dyslexia Treatment Made Easy

Do you find yourself shifting from in-person to virtual services with little time to plan? Are you or parents overwhelmed and underprepared on how to help children at home?

If you answered yes, this course is for you!

Help parents achieve follow through with recommendations for school to home activities.

You’ll learn how to use a simple cooking activity to improve visual memory for following written directions, tangram puzzles to decrease letter reversals, the license plate game to improve figure ground, such as finding words when scanning a book, and much more! By the end of this workshop you’ll feel confident and empowered to identify a child’s learning needs, gain strategies for dyslexia that will make a positive impact, and develop in-person or virtual treatment goals for academic success!

Program Information

Objectives

Distinguish the need for reading remediation vs functional cognitive retraining to improve treatment plan.
Develop 3 visual strategies for dyslexia to improve reading comprehension.
Apply 3 auditory strategies for dyslexia to follow verbal directions.
Determine everyday activities to improve executive cognitive function to support overall memory, interpreting what is seen and hand/eye coordination.

Outline

Neurodevelopment Etiology of Dyslexia

Language functions of the brain and its association with dyslexia

The Power of Observation

Dyslexia screening tool
Case scenario- Use your powers of observation to differentiate between a person who needs remedial reading verses intervention for dyslexia
How to turn avoidance into a treatment plan

Dyslexia is Not Just About Reading!

Executive cognitive function developmental
Overview required for reading success

Strategies, Interventions & Coaching for Learning Success

Visual
Auditory
Visual motor (hands on activities)
Modifications
Time demands

Waiting on Testing? Gain Positive Outcomes In the Meantime!

Practical in-person and virtual treatment ideas to use now
Practical everyday activities for parents

Target Audience

Occupational Therapists
Regular Classroom Teachers
Special Education Teachers
Speech-Language Pathologists
School Psychologists
School Counselors
School Social Workers
Reading Specialists
Teacher Aides

ADHD and Obsessive-Compulsive Spectrum Disorders

ADHD, characterized by issues of attention, hyperactivity, impulsivity and executive function often result in interference in all areas of functioning...

Putting people at odds between their values and behaviors.

Obsessive-Compulsive Disorder (OCD) characterized by rManual - epetitive thoughts and behaviors, can be annoying at the least and tormenting at worst.

And ADHD and OCD share some overlapping territory—attention-shifting, flexibility, anxiety and goal-directed behaviors.

Although both disorders need to be addressed, it’s helpful to assess which one is "driving the bus".

In this session Dr. Olivardia shares techniques such as cognitive therapy, ACT and more to distinguish the differences and look-a-likes of ADHD and the OCD Spectrum and how they show up:

Pure-O
Hoarding Disorder
Tic Disorder
Body Focused Repetitive Behaviors
Body Dysmorphic Disorder

By learning to uncover the mystery of this diagnostic and common couple, you can help your clients move forward in their lives.

Join us for this must-attend event that offers you concrete solutions in treating your ADHD+OCD clients!

Program Information

Objectives

Identify the symptoms of OCD and Obsessive-Compulsive Spectrum Disorders to better inform accurate diagnosis.
Differentiate between OCD and ADHD symptoms in order to demonstrate an understanding of the diagnostic criteria.
Comprehend how eiher condition can be misdiagnosed as the other.
Cite common OCD manifestations (such as Pure-O, Hoarding Disorder, Body Focused Repetitive Behaviors, Body Dysmorphic Disorder, and Tic Disorder) in people with ADHD.
Apply treatment recommendations for OCD, as well as when someone has both OCD and ADHD.

Outline

OCD and ADHD Comorbidity

Prevalence Studies
Where ADHD Presents on the OCD Spectrum
Pure-O
Hoarding Disorder
Tic Disorder
Body Focused Repetitive Behaviors
Body Dysmorphic Disorder

Common Personality Traits

ADHD
OCD

Misdiagnosis

How ADHD is missed in OCD populations
How OCD is missed in ADHD populations

Neurology and Genetics

ADHD Brain
OCD Brain
ADHD and OCD Brains

Treatment

Exposure and Response Prevention (ERP)
Cognitive Therapy
Acceptance and Commitment Therapy
Medication
Advocacy

Obstacles in Treatment

Challenges for Clinicians in treating ADHD+OCD patients

Target Audience

Psychologists
Licensed Clinical/Mental Health Counselors
Social Workers
Marriage and Family Therapists
Teachers/School Based Personnel
School Administrators
Addiction Professionals
Speech-Language Pathologists
Occupational Therapists
Dieticians