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

Abilities & Strengths-Based Autism Interventions: Help Clients Find Success in Education, Employment, Community, and More!

It's time to rethink autism intervention, moving our focus toward abilities and strengths not deficits and disabilities. In this groundbreaking session, you’ll watch autism expert Stephen M. Shore, Ed.D., as he flips autism intervention on its head and forever changes the way you view and work with autistic clients. Armed with his framework built around awareness, acceptance, appreciation and action, you’ll discover how to empower your autistic clients and show them how they can use their unique abilities and strengths as a springboard to success in education, employment, community, self-advocacy, and much more!

Program Information

Objectives

Integrate the context of awareness and acceptance as a pathway towards appreciation where autistic and neurodiverse people are valued for whom they are.
Utilize autistic clients’ special interests as an intervention to identify strengths and skills that will lead to future success in education, employment, and community.
Create an abilities-based action plan to develop skills that will lead to future success in education, employment, and community.

Outline

Move Our Focus Toward Abilities and Strengths
- A framework that emphasizes strengths and abilities
- Awareness, acceptance, appreciation, and action
Turn Special Interests into an Intervention
- Identify clients' strengths that will lead to future success
Create an Abilities-Based Action Plan
- Develop skills that will lead to future success
- Real life examples to empower clinicians
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

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

Not Just Surviving, but Thriving with Autism

Autistic individuals report feeling misunderstood by providers, teachers, and family members, which affects the types and effectiveness of interventions offered. So instead of thriving, many are merely surviving. For this to change, those supporting autistics need to develop a deeper empathetic lens to look through.

Watch Kim Clairy, OTR/L, an autistic occupational therapist as she shares her inner world. You’ll learn how to apply evidence-based strategies through an autistic lens to address sensory, emotional, executive functioning, social, and communication challenges autistic individuals often experience. Additionally, you will learn ways to uncover and treat the root of problematic behaviors while also respecting autism’s unique ways of processing the world.

Program Information

Objectives

Determine the root of problematic behaviors for autistic individuals.
Design interventions to create supportive environments for ASD individuals in the home, classroom, and/or office.
Construct tools to help ASD individuals identify emotions, match emotions to strategies, and communicate needs to others.
Employ strategies to help the ASD individuals with community integration and daily life.

Outline

Dangers of Not Treating through an Autism Lens
- Who am I and who is the guy next to me
- Importance of respecting ASD special interest
ASD Processing Differences
- How they manifest in daily life across multiple settings
- Case example, video demo, virtual live demos, and life experiences to illustrate:
  - Communication
  - Social
  - Emotion
  - Sensory
  - Cognitive processing
  - ASD strengths
Problem Solving through an ASD lens
- Task-analysis break down
- Finding patterns in behaviors through data gathering
- Methods to help those without ASD look through an ASD lens
Address ASD Challenges
Intervention Ziggurat levels to guide implementation of supports used
Create systems, coping strategies, and develop tools for:
- Sensory supports
- Building interoceptive awareness
- Tools to regulate and communicate emotions
- Tools for managing change, getting stuck in loops, difficulty with transitions
- Supports for community engagement
- Communication, social, and relationship supports
- Number system for communicating and monitoring levels of regulation
- Strategies to help with the inclusion
- Perseveration and developing a pause button
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

Enhancing Social Communication for Autistic Clients: Neurodiversity Principles in Action

In an empathic, wise, and insightful way, Barry M. Prizant, PhD, CCC-SLP, a leading voice on autism and neurodevelopmental conditions, will walk you through how to put neurodiversity principles into action to support your autistic clients.

You’ll walk away with confidence to help your clients identify and leverage their strengths to enhance social communication competence and build trust and safety. Watch Barry as he steers you away from a “fix it” mentality towards one of empathy, support and empowerment!

Program Information

Objectives

Propose strengths-based approaches to identify autistic client’s interests, strengths, and enjoyment.
Evaluate the “WHY” of “behaviors” that may appear “challenging”, especially those involving social communication.
Implement strategies to nurture and integrate autistic clients' interests to improve social communication in educational and community settings.

Outline

Putting Neurodiversity Principles in Action

Strengths-based approaches to improve social communication:
- Leverage autistic client’s passions, strengths, and enthusiasm
- Identify the “WHY” of “behaviors” that may appear “challenging”
- Ways to nurture interests and integrate in educational and community settings

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

Racial Disparities and Neurodivergence in Autism: Strategies for Systemic Change and Equitable Care

Drawing on both clinical as well as lived experience as fathers of autistic children, Drs. Robert Naseef and Michael Hannon highlight the realities of inequitable care of minority autistic individuals rendered by healthcare systems. You can expect to be oriented to the consequences of structural and systemic racism in the provision of autism-related therapeutic services for autistic people, with a particular emphasis on members of their family systems.

From racial disparities in access to timely and quality care to the influences of those disparities, you will walk away empowered to design strategies for more equitable and just engagement with autistic clients and their families.

Program Information

Objectives

Analyze disparate trends in autism diagnosis rates and quality of care by racial groups in the United States and its relevance in service providers current scope of work.
Assess current level of equitable engagement with families whose identities are identified as being in the American racial, ethnic, and/or spiritual/religious minority.
Design potential strategies for more equitable engagement with families whose identities are in the American racial, ethnic, and/or spiritual/religious minority.

Outline

Operationalizing the relationship of bias, prejudice, and stereotyping to individual and systemic racism
Illuminating disparate trends in autism diagnosis and quality of care by racial groups in the United States
Assessing current level and quality of engagement with families of autistic people in the racial, ethnic, and/or spiritual/religious minority
Development and design of strategies for equitable engagement with families of autistic people in the racial, ethnic, and/or spiritual/religious minority
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 : 04/22/2022

Helping Autistic Clients Relate and Communicate through DIR/Floortime®

Your autistic clients don’t need you to extinguish their behaviors, instead they need your help with difficulties with relating and communicating. Watch autism expert and co-author, Gil Tippy, PsyD, as he guides you through the foundations and principles of a powerful yet tremendously cost-effective evidenced-based developmental model, DIR/Floortime®.

This effective intervention will help you understand your autistic clients’ unique individual profile (sensory-motor, social-emotional-communication, language) and address the biological challenges that may be hindering developmental process.

At the end of this 90-minute session, you’ll be able to implement the basics of DIR/Floortime® to address your clients’ core deficits while strengthening their core capacities of relating, communicating, and thinking. This recording will follow the DIR/Floortime® model, so it’ll be engaging, joyful and effective!

Program Information

Objectives

Defend the efficacy of DIR/Floortime® as an effective intervention to help autistic persons with developmental challenges with relating and communicating.
Support the use of a DIR/Floortime® intervention when planning for the support of clients and family members across the developmental spectrum, across the lifespan.
Employ DIR/Floortime® as a central building block to autism assessment and intervention planning.

Outline

Theoretical and structural components of DIR/Floortime®
- Interrelationship of Developmental, Individual Differences, and Relationship
- How the components support each other in the implementation intervention
- Deep scientific roots and supporting evidence-based research
Individual Differences
- Sensory-motor underpinnings of DIR/Floortime®
- How the ability to map one’s body affects how one maps a space
- How mapping a space affects language development
- Language development’ role in the development of abstract thinking
Following the Individual’s Lead
- Framework on which the developmental intervention is hung
- Shared social problem solving and the development of abstract independent thought
Application Across Settings
- Eliminating the problem of generalization
- Allow for the provision of meaningful developmental support across settings
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 : 04/22/2022

Techniques for After an Autism Meltdown: Supporting Prevention of Future Eruptions

View Kathy Morris, M.Ed., B.S., and learn proven post-vention strategies and tools to help autistic children and adolescents recognize their stages of an eruption, develop self-management skills, and find replacement behaviors to support prevention of future meltdowns. You’ll learn why, when and how to apply controllable, intentional, or planned (top down) strategies or reflexive, automatic, or a stress response (bottom up) strategies.

Whether your client has a meltdown due to sensory or cognitive overloads or the inability to self-regulate emotions or communicate, you’ll learn evidenced-based strategies that you can implement right away!

Program Information

Objectives

Defend using a polyvagal-informed lens to tailor interventions to prevent future meltdowns.
Employ a breathe card and emotions chart to develop self-control and self-management skills.
Employ SOCCSS, keychain rules and t-charts to prevent, intervene or consequate targeted behaviors.
Utilize surprise cards, change of schedule cues and transition markers to alleviate anxiety.

Outline

Polyvagal-Informed Approach to Applying Post-Vention Techniques
- A lens for understanding internal experiences to tailor interventions
- Controllable, intentional, or planned (top-down strategies)
- Reflexive, automatic, or a stress response (bottom-up strategies)
Techniques for After the Meltdown That Become Prevention Strategies
- Why, when and how to apply:
  - Visual strategies that teach self-regulation
  - Appropriate and inappropriate behaviors using t-charts and 5-point scale
  - Replacement behaviors when calmed down using breathe chart and 4 square breathing
  - Cartooning to elicit feedback and responses
  - Relieve anxiety using surprise cards, change of schedule cards, transition markers

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

Treating Autism and PTSD Comorbid Through a Polyvagal-Informed Lens: A Framework to Inform EMDR and Sensorimotor Psychotherapy Interventions in Therapy

What if treating autism were more like working with trauma and less like learning a foreign language like Behavioral Analysis? That the states in which a person is more or less autistic is governed by where within their window of tolerance they are. Building on the work of Stephen Porges, the developer of Polyvagal theory (PVT), view autism expert Sean Inderbitzen, APSW, MINT, an autistic social worker as he guides you through:

Etiology of autism through the lens of a dampened social engagement system
Polyvagal Informed Framework of Autism Spectrum Disorder, a hypothesized idea that autism is state specific, not lifelong and enduring
How this framework informs modifications for EMDR and Sensorimotor Psychotherapy

Polyvagal theory gives us a basis to understand autism in a way that is modifiable with greater gains in accessing autistic clients’ window of tolerance... resulting in increased creativity, openness, curiosity, cognitive flexibility, and social engagement!

Program Information

Objectives

Utilize Polyvagal Theory to inform clinical treatment of Autism and comorbid PTSD.
Implement the Polyvagal-Informed Framework of Autism Spectrum Disorder to inform EMDR interventions for autistic clients with PTSD.
Employ the Polyvagal Informed Framework of Autism Spectrum Disorder to inform Sensorimotor Psychotherapy interventions for autistic clients with PTSD.

Outline

A Polyvagal Model of Autism and PTSD Comorbid: Rethinking Autism
- Research on the overlap
- What is the window of tolerance and its relevance to Polyvagal theory?
- Implications of trauma on Executive Dysfunction
- Implications on memory storage: Adaptive Information Processing Theory
- Case study: Autistic child with PTSD and Dissociative Amnesia
Polyvagal-Informed Lens to Inform:
- EMDR Treatment of PTSD in Autism
- Protocol walk through
- Adaptations for social stories and tapping
- Case study: Autistic child with PTSD receiving EMDR
- Sensorimotor Psychotherapy Treatment of PTSD in Autism
- Modifications for mindful study of the body and mindfulness
Case study: Autistic child with PTSD receiving SP
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 : 04/22/2022

Help Autistic Clients Build Strengths, Ease Frustration, & Engage with the World: Techniques to Improve Cognitive Development, Early Language Development, Anxiety, & Behavior

Watch autism expert and author, Robert J. Bernstein, MA, as he teaches you how to skillfully use cognitive/developmental approaches to significantly improve cognitive development, early language development, anxiety, and behavior in autistic children, adolescents, and young adults (0-24 years old). Through recorded client sessions and case examples, Bernstein will guide you through how and why significant change occurs when using cognitive/developmental approaches. You’ll learn techniques to assess a child’s strengths and weaknesses in thinking and organizing, developing flexibility, sequential thinking, verbal expression, problem solving, and much more!

In this session you'll learn how to:

Elicit language that comes from within the child
Connect during times of opposition or no engagement
Reduce anxiety in the classroom environment
Use the natural world to embrace the children’s nature
Foster independence for young adults

You’ll observe how the behavioral approach is beneficial and how the cognitive/developmental approach can greatly enhance autistic client's engagement with the world!

Program Information

Objectives

Identify cognitive developmental techniques to limit disruptive behavior to increase social participation through language development.
Formulate specific intervention activities that provide the just right challenge to enhance occupational performance for an autistic child or adolescent through effective assessment of language abilities.
Apply immediate intervention strategies to address social anxiety symptoms in autistic children to promote effective communication within occupational participation.
Distinguish strengths-based and client-centered approaches through a cognitive developmental lens to promote social participation and friendship for autistic children.

Outline

Cognitive/Developmental Approaches for:
- Cognitive development
- Early language development
- Anxiety
- Behavior
Assessment Techniques for Strengths and Weaknesses in:
- Thinking about cause and effect
- Self-correction; big and small
- Solving a problem together; planning; sequential thinking; expressing choices
- Organizing thinking; verbal self-direction; verbal expression
- Use movement to elicit and organize language
- Therapeutic car ride
- Accepting another person’s feelings and differences
- Overcoming perseveration
- Taking turns
- Teaching flexibility to highly intelligent children and young adults
Apply Cognitive/Developmental Techniques to:
- Elicit language that comes from within the child
- Connect during times of opposition or no engagement
- Reduce anxiety in the classroom environment
- Use the natural world to embrace the children’s nature as well as enhance success
- Foster independence for young adults

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

The Neuroscience of Safety: The Transformative Impact of the Polyvagal Theory on Supporting Children on the Autism Spectrum

Join Dr. Stephen Porges, the developer of Polyvagal theory (PVT)—also known as the neuroscience of safety—as he offers a paradigm shift in autism intervention.

You’ll learn that the behaviors you frequently observe are the tip of the iceberg. That we must go below the waterline to reveal the most important treatment goal for all individuals: the neuroception of safety as evidenced by physiological state regulation. You’ll learn the best strategies for down regulating threat and defensive reactions by shifting the individual’s state to that of calmness with feelings of safety leading to accessibility and spontaneous social engagement.

Dr. Porges will present new ways to conceptualize and write treatment goals that are respectful of the child’s (and parent’s) nervous systems, leading the way to improved communication, relational satisfaction, and joy. Autism treatment that includes an appreciation of the body, the physiology of parent and child.

Through research and an understanding of the science, this workshop presents cutting edge integration of neuroscience into autism support, providing new, emerging applications and offering hope and a new focus on the neuroscience of safety to autism treatment.

Program Information

Objectives

Apply the lens of the Polyvagal theory in appreciating the adaptive nature of behaviors in children diagnosed with Autistic Spectrum Disorders.
Differentiate between viewing and manipulating surface behaviors and addressing the upstream causes of behaviors across diagnostic categories of the DSM.
Determine how the process of neuroception is a guiding principle for treatment planning and treatment techniques.

Outline

Understanding Behaviors as Adaptations of the Autonomic Nervous System: A Paradigm Shift
- Problem with targeting surface behaviors; Know the problem in order to shift the strategies: Case study
- The Neuroscience of Safety
- How the PVT helps us “look inside” the nervous system
- The guiding principle of neuroception and how it can help clinicians
Individual Differences and Tailoring our Support for Individuals with Autism and their Families
- Looking under the skin to understand that autonomic state influences reactivity and sociality.
- Identifying strategies to retune autonomic state and shift hypersensitivity to social receptivity.
- Difference between passive and active pathway interventions
- Safe and Sound Protocol - a passive pathway intervention that harnesses the neuroception of safety
Safety is Treatment and Treatment is Safety: Practical Tips
- How the neuroscience of safety helps us plan treatment goals
- Examples and principles of neural exercises and how they apply the ‘vagal brake’ to calm and promote resilience.
- The Power of Play
- Play to exercise the neural pathways of safety with activation in a safe way
- Research documenting how acoustic cues of safety reduce hypersensitivities.

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
Physical Therapist Assistants
Psychologists
School Administrators
Social Workers
Speech-Language Pathologists
Teachers/School-Based Personnel

Copyright : 04/22/2021

Autism Assessment in Adults: Differentiating the Complexities of Autism from Co-Occurring Mental Health Issues

Autism diagnoses in adults are on the rise.

Adults are now reporting that their childhood diagnosis of anxiety, ODD, OCD, alone doesn’t make sense – autism is suspected.

How do you separate the complex characteristics of autism from common co-occurring mental health diagnosis?

In this session, autistic psychologist, speaker, and author, Dr. Wenn Lawson will teach you to how to assess for autism and separate it from other co-occurring mental health issues in adults.

Watch and learn:

How to interlace a neurodiversity affirming lens with DSM-5™ diagnostic criteria
The interplay between poor mental health and autism and impact of unmet needs
How autism presents differently in different gender identities

The impact of a diagnosis in adulthood can lead to self-injury, employment and relationship problems, other mental health issues including suicidality.

Program Information

Objectives

Integrate a neurodiversity affirming lens with DSM-5™ diagnostic criteria to assess for adult autism.
Appraise whether exhibiting symptoms are related to autism or a co-occurring mental health diagnosis.
Determine how autism presents differently in different gender identities.
Evaluate the interplay between autism and poor mental health and the clinical implications including when to refer.

Outline

Autism Assessment in Adults
Teasing out autism from co-occurring mental health diagnosis
Integrating a neurodiversity affirming lens with DSM-5™ diagnostic criteria
How autism presents differently in different gender identities
The interplay between poor mental health and autism
Reasons for a referral

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 : 03/24/2022

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

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

Objectives

Utilize appropriate screening tools when ASD is suspected.
Conduct a functional assessment of challenging behaviors associated with ASD, a co-occurring condition, or both.
Determine the information required to make an appropriate referral for evaluation or services when ASD is suspected.
Utilize specific interventions and modifications informed by screening and assessment results.

Outline

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

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.

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

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

Psychopharmacology in Individuals with Autism Spectrum Disorder

Many individuals with Autism Spectrum Disorder (ASD) are on medications that are not supported in the literature as being effective in treating symptoms of ASD, which is confusing and alarming. This program will review the latest research in psychopharmacology and ASD as well as:

Benefits of certain pharmacological interventions in treating the symptoms of ASD
Potential side effects of psychotropic medication that can mimic or cause behavioral issues
Your role as a treating clinician in assisting your client’s with ASD in psychopharmacological management

Program Information

Objectives

Support the benefits of certain pharmacological interventions in treating the symptoms of ASD.
Analyze the potential side effects of psychotropic medication that can mimic or cause behavioral issues.
Determine your role as a treating clinician in assisting your client’s with ASD in psychopharmacological management.

Outline

Interventions for treating symptoms of ASD
- Behavioral, Developmental, and Cognitive Behavioral Therapies
- Antipsychotics and Restrictive/repetitive behaviors
Pharmacological research on treating ADHD Symptoms
- Stimulants and Alpha Agonists
- What are the potential Side Effects?
Should SSRIs be used to treat anxiety/depression?
Research on Melatonin and Sleep
What is our role as clinicians in medication management?

Target Audience

Licensed Clinical/Mental Health Counselors
Marriage & Family Therapists
Nurses
Occupational Therapists
Occupational Therapy Assistants
Physical Therapists
Physical Therapist Assistants
Psychologists
School Administrators
Social Workers
Speech-Language Pathologists
Teachers/School-Based Personnel

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

Neurodiversity for Understanding Autism: A Paradigm for Social Change & Supporting Clients

Judy Singer, an Australian sociologist who coined the term “neurodiversity”, shares her personal connection to autism as well as her work, which was based on her lived experience in the middle of three generations of women “somewhere on the autistic spectrum”,  in this interview-style session. She’ll explain:

The concept of neurodiversity, the development of a neurodiversity movement, and its achievements in the social justice arena
How she fits into the neurodiverse tapestry
Ways you can look through the neurodiversity lens in support of your clients on the spectrum

Judy is joined by Dr. Gibbs, a steadfast occupational therapist, author and presenter.

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

Autism and Eating Disorders

Join Kim Clairy, OTR/L, an autistic occupational therapist, for this interview style session as she shares her journey breaking through many personal and societal barriers, including navigating the healthcare system with ASD and an eating disorder (ED). Kim is joined by Marcella Raimondo, PhD, MPH, a passionate and spirited clinical psychologist who specializes in treating eating disorders.