Transform your autism intervention with this Autism Spectrum Masterclass!
Begin by watching autism expert, Rebecca Sachs, PhD, ABPP, and learn the most effective evidence-based social and behavioral interventions for working with the autistic clients with co-occurring conditions.
Dr. Sachs makes autism easy to understand, integrating the latest research, positive support interventions, and modifications to cognitive-behavioral therapies to help you confidently work with autistic children, adolescents, and adults, as well as their families, so they can thrive with more successful and meaningful lives!
Joined by Becca Lory Hector, an openly autistic professional who is a dedicated autism and neurodiversity advocate, researcher, consultant, speaker, and author, Dr. Sachs will teach you how to manage challenges related to autism information processing differences and those that arise from being an autistic individual in a neurotypical world.
Through engaging case studies, demonstrations, and hands-on activities you will learn the skills necessary to:
Manage emotional and behavioral reactions to anxiety and OCD
Reduce meltdowns and how to intervene during dysregulation
Decode ADHD and executive functioning
Implement management skills to improve attention, organization and motivation
Decipher symptoms of OCD vs. autism
Reduce depressive symptoms and suicidal ideation
Strengthen the skills needed to make/keep friends
Address body and sexual awareness, exploration of self, sexual arousal
Take a trauma informed approach with autistic clients
Understand sensory, motor, and interoception differences and how to meet related needs
Accurately interpret assessment reports to guide effective interventions
Use environmental modifications for successful transitions and tasks completion
Purchase today and learn the essential autism treatment tools that are easy to implement in the clinic, at school, and home!
Credit
Planning Committee Disclosure - No relevant relationships
All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners. For speaker disclosures, please see the faculty biography.
* Credit Note - Self-Study CE Information Coming Soon
Continuing education credit information is coming soon for this non-interactive self-study package.
CEs may be available for select professions, as listed in the target audience. Hours will be dependent on the actual recording time. Please check with your state licensing board or organization for specific requirements.
There may be an additional fee for CE certificates. Please contact our Customer Service at 1-800-844-8260 for more details.
**Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of your profession. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.
Rebecca Sachs, PhD, ABPP, is a clinical psychologist specializing in the assessment and treatment of individuals on the Autism spectrum who also experience difficult co-occurring disorders, such as obsessive-compulsive disorder (OCD) and severe anxiety. She works with individuals across the lifespan and loves to talk, lecture and train others about autism and common complicated co-morbidities. Dr. Sachs is board certified in Behavioral and Cognitive Psychology and brings warmth, sensitivity, and a strong sense of humor to her work as a psychologist. She was recognized as a rising star by the Anxiety and Depression Association of America (ADAA), receiving their Career Development Leadership Award in 2015. Dr. Sachs received her Bachelor's degree and PhD from New York University and Hofstra University, respectively, and completed a postdoctoral fellowship at the University of Miami. Dr. Sachs is excited to start a second venture this year- a school refusal program for students 6th grade and beyond.
Speaker Disclosures:
Financial: Dr. Rebecca Sachs is the co-founder of Successful School Transitions and maintains a private practice. She receives a grant from New York State Department of Mental Health. Dr. Sachs receives a speaking honorarium and recording royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Dr. Rebecca Sachs is a member of the Anxiety and Depression Association of America, the Asperger Syndrome and High Functioning Autism Associations, the Association for Behavioral and Cognitive Therapies, and the New York State Psychological Association.
Determine information processing differences in autistic clients.
Assess, screen, and diagnose autism across the life span.
Identify the importance of listening to and validating lived experiences of autistics clients.
Create comprehensive treatment plans that target autism related challenges.
Use appropriate communication and therapeutic style to facilitate reciprocal collaboration with autistic clients.
Create collaborative goals with autistic clients and their families for co-occurring mental health conditions.
Identify modifications to CBT for autism with co-occurring anxiety and OCD.
Use CBT techniques, including behavioral activation and DBT, to treat depression in clients with autism.
Choose developmentally appropriate interventions to teach autistic clients about safe sexual behaviors.
Develop individualized strategies to assist clients with challenges in executive functioning improve their daily living skills.
Evaluate the ethical dilemmas associated with utilizing restraint and seclusion punishment techniques.
Identify the potential side effects of psychotropic medication that can mimic or cause behavioral issues related to autism and co-occurring conditions.
Outline
Rethink Autism
DSM-5™ and medical model
Autism vs autism spectrum disorder
Information processing differences
Language matters
Why listening to autistic voices is important
Assessments: From Observational to Standardized Tools
Diagnostic tools and evaluations across the lifespan
Screeners for anxiety, depression, OCD
Modified checklists for infants and toddlers
Neurodiversity affirming and strengths-based assessment
“Pink flags” and gender considerations
Accurately interpret reports to guide interventions
Functional assessments to guide interventions
Effectively Intervene Early
How to support lagging skills and unmet needs
Developmental interventions to express feelings
Ethical principles to educate and support families in treatment choices
Case study: 4-yr-old, difficulty with expressing thoughts and feelings when frustrated
It’s Never Too Late: Intervening at Later Stages of Life
How to support lagging skills and unmet needs
Self-developed compensatory strategies
Diagnostic trauma: Impact of chronic invalidation and being misunderstood
Social camouflage and “unmasking autism”
Educational interventions for family members
Case study: Mid-thirties, recent diagnosis, social and employment difficulties
Thinking Differences to Help Autistic Individuals Thrive
Increase predictability and understanding
Incorporate intense interests and passions
Meet the preference for sameness and structure
Case study: 16-yr-old, self-injections for medical condition, fear of needles
Executive Functioning Differences in Autistic individuals and “AuDHD”
Planning, prioritizing, and initiation skills
Attention, organizational, and self-management skills
Form helpful habits, routines, and repetition
Value-driven goals and pacing to individual needs
Self-advocacy, accommodations, expectations, and supports
Case study: College student, needs help with balancing academic and social demands
Communication and Social Interaction Needs
Functional systems to improve communication
Pragmatic language and the “hidden curriculum”
Assertive communication training
Neurodivergent and affirming communities
Typical social cues may not be rewarding
Impact of sensory, emotion regulation, EF on communication
Case study: 8-yr-old, anxiety when transitioning or classmates crying
Emotion Information Processing Differences and Supports
Understand alexithymia and teach emotion identification
Arousal and amplitude of emotional experiences
How emotional processing and sensory differences interact
Implications of the double empathy problem and how to address
Distress tolerance skills
Manage and Sensory, Motor, and Interoception Needs
Preventative strategies and accommodations
Supports for ADLs and reframe stimming
Exposure to sensory stimuli, in the context of choice and empowerment
Alternatives to support fading out severe selfstimulatory behavior
Case study: 5-yr-old, sensory overwhelm from sounds, crying, and scratching self and others
Behaviors that Challenge vs. Challenging Behaviors
When core needs are unmet and how to respond
Functional assessment and empower prevent-teach-respond interventions
Untreated co-occurring conditions and “oppositional behaviors”
Teach new skills and make behavior choices concrete
Use positive, negative, and differential reinforcement
Educational interventions for family members
Case study: 10-yr-old, disruptive when speech therapist engages with other students
Treating Co-Occurring Anxiety, OCD, and Related Conditions
CBT model, gradual exposure and hierarchy creation
Modifications to CBT for autistic and ID clients
Teach relaxation and other calm down skills
Teach problem-solving and coping skills
Ritual delay and ritual shortening
Good vs. bad accommodations
Case study: 12-yr-old, emetophobia impacted ability to engage in school and social activities
Reduce Depressive Symptoms and Suicidal Ideation
How depression looks different in autistic individuals
Factors impacting co-occurring autism and depression
Self-injurious, non-suicidal behaviors in autistic individuals
Cognitive-behavioral therapy modifications, including DBT
Case study: 23-yr-old, skipping college classes, fights with parents, depressive symptoms
Romance, Sexuality, and Identity Considerations
Body awareness, exploration of self, consent, and boundaries
Address dating and sexual relationships
Sexual arousal, puberty, education, modeling
Gender identity, gender fluidity and LGBTQ
Case study: 15-yr-old, frequent masturbation, provocative sexual talk
Psychopharmacological Interventions
Commonly prescribed medications and efficacy
Address medication management needs
Risks vs. benefits
Case study: Young adult, taking medication to stabilize mood, takes food from others
Ethical Challenges in Autism
Informed consent and assent
When an autistic child doesn’t want to be in therapy
Use of restraints, time-out vs. seclusion
Case study: 13-yr-old male, attacks others when prevented from touching necklaces on attractive girls
Special Considerations
Trauma and autism: Similarities, differences, when they co-occur
Sleep issues and sleep regulation
Multicultural and gender differences
Independent living/career planning
Guardianship and legal issues
Limitations of research and potential risks
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
Youth Leaders
Probation Officers
Clergy
Other helping professionals who work with children/adolescents/young adults
Reviews
Alert
Please note that the product you are purchasing is a pre-order and has not yet been recorded.
Typically, it is 4-6 weeks after the program date before the digital seminar will be available. If you decide to purchase, you will be notified when the product is ready to view.
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Additional Participant CE Test
This version does not come with access to video content. Additional Participant CE Test must be purchased for each additional viewer. These viewers will watch the video with the main registrant, but will have individual access to course handouts and CE Certificate. The standard price of this program includes the CE Certificate for the main viewer.
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