Full Course Description

Great Minds Are Not All The Same

In this interview-style session, Grandin takes us inside “visual thinking” and offers new approaches for educating, parenting, employing, and collaborating with special minds and visual thinkers.

Copyright : 01/25/2023

Autism Interventions through the Lens of Polyvagal Theory: Improve Social Engagement, Increase Emotional Regulation, and Reduce Anxiety

Join Dr. Stephen Porges, the developer of Polyvagal theory (PVT)—also known as the neuroscience of safety—as he guides you through a perspective to understand the atypical social behavior, defensiveness, stress responses, and mental health comorbidities of many individuals on the spectrum. Through the PVT lens, you’ll learn how:

The nervous system evaluates risk in the environment, without awareness and often independent of a cognitive narrative
Deficits in the regulation of the Social Engagement System relate to the core features of autism
To regulate threat and defensive reactions in autistic clients by shifting physiological state to that of calmness with feelings of safety leading to accessibility and spontaneous social engagement
A biologically based auditory intervention stimulates social behavior and communication in autistic children

Through research and an understanding of the science, this workshop provides a more compassionate understanding of the severe social and emotional dysregulation of autistic individuals and a more optimistic narrative of minimizing these disruptive behaviors.

Program Information

Objectives

Describe the principles and features of the Polyvagal Theory and how they can be applied in the management, education, and treatment of an individual on the autism spectrum.
Summarize how the Polyvagal Theory can explain several clinical symptoms observed in autism.
Explain how deficits in the regulation of the Social Engagement System relate to the core features of autism.
Describe a neural process (neuroception), which evaluates risk in the environment and triggers adaptive reactions, can explain some of the defensive behaviors and hypersensitivities observed in autism.
To understand how specific features of “acoustic” stimulation may calm the nervous system and contribute to the improvement of social engagement behaviors.

Outline

What families of autistic individuals want and expect from the scientific community
Several core features of autism are emergent properties of a dysregulated autonomic nervous system and a depressed social engagement system
Autism is frequently associated with difficulties in being accessible to co-regulation and being chronically locked in a state of defense
Rehabilitating a depressed social engagement system through methods that elevate social behavior as a neuromodulator in the treatment and support of individuals on spectrum
Heterogeneity of underlying neural mechanisms in those with an autism diagnosis leads to limitations in predictions of outcomes with suggested strategies

Target Audience

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

Copyright : 04/20/2023

Autism and Attachment: Addressing Needs Through a Neurodiversity Affirming Lens and Dispelling Myths

This presentation will provide you with the information and resources you need to address attachment issues in autistic children. Upon completion you will be able to identify what is and is not an attachment issue, caregiver oriented connection struggles, and harmful outcomes of non-affirming misdiagnosed attachment approaches. This presentation will give you the confidence (and process) to better identify attachment needs and equip you with neurodiversity affirming approaches and techniques to attachment healing.

Program Information

Objectives

Apply a neurodiversity affirming framework for implementing therapeutic attachment goals.
Evaluate a child’s real attachment needs verses caregiver connection struggles.
Design play based and affirming interventions to address attachment needs in autistic children.

Outline

Strategies for being neurodiversity informed and affirming in attachment work
Key considerations when understanding autistic identify related to attachment processes
How to implement autistic attachment focused play therapy technique
The risks and limitations of research and techniques discussed and taught

Target Audience

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

Copyright : 04/20/2023

Autism Assessment Across the Spectrum: Strategies for Recognizing Functional Differences and Closing the Gender Gap

Current diagnostic criteria for autism continue to be based on how autism looks in boys and men.

To make matters worse, it relies almost exclusively on observable behavior while many other conditions, such as depression and anxiety disorders, have included the personal experience of “felt perspective” of the individual being evaluated.

These traditional approaches contribute to the under identification of autistic people, especially in those who camouflage well including girls and women and those considered “high-functioning.” To improve recognition of autism, a paradigm shift is needed.

In this recorded session, view Drs. Aspy and Grossman, as they guide you through strategies for acknowledging personal experiences of autistic individuals and minimizing the impact of masking during the assessment process. You’ll learn how to effectively:

Assess functional skills in the areas of communication, social, sensory processing, and motor skills
Increase the recognition of autism in girls and women
Integrate the client’s personal perspective into the assessment process

This session incorporates core elements from their award-winning Ziggurat Model, a framework designed to meet underlying needs while capitalizing on strengths.

Program Information

Objectives

Design an evaluation plan for assessing functional skills and support needs of people across the spectrum using formal and informal instruments.
Create a strategy for increasing the recognition of girls and women through the assessment process used in your current employment setting.
Revise current evaluation strategies to integrate the client’s personal perspective into the assessment process.

Outline

Autism Imperfectly Defined

How the DSM and IDEA define autism
Adverse impact/Clinically significant impairment in functioning
Not a cookbook: A special note on Social (pragmatic) Communication Disorder

History of the Problem

Over fifty years of “If I don’t see it then it doesn’t count”
Relying on data from boys and men – creating the gender gap
Common myths of autism evaluation versus reality
Failure to recognize that experienced transdisciplinary teams using clinical judgment are the “gold standard”

Strategies Including Informal and Formal Instruments to:

Integrate the client’s personal perspective into the assessment process
Get beyond the mask and recognize canned language and scripting
Design an evaluation plan for assessing functional skills and support needs
Increase recognition of autism in girls and women
Revise current evaluations to integrate the client’s personal perspective into the assessment process

Target Audience

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

Copyright : 04/20/2023

DIRFloortime® in Autism Intervention: Relationship, Movement, and Play to Improve Social-Emotional Development in Children

As clinicians, we’re often eager to know the precise “strategies” or “techniques” we can use in autism intervention …

What’s more critical for you to know is how to interact with the child … it’s about the joy, the fun, the pretending, the emotions …. it’s about joyful play!

Join Jeffrey J. Guenzel, MA, LPC as you learn an evidence-based approach that uses relationships, movement, and play to promote social-emotional development for autistic children, DIRFloortime®. Attend and learn how to:

Apply movement within play to create more synchrony between the mind and body
Support self-regulation, cognitive processes, a sense of agency, and a positive self-image with playful activities
Integrate play into the therapeutic relationship to help your clients
Engage parents in playful interactions with their child

You’ll walk away with a framework that not only builds the essential foundations for developing in your autistic clients, but they’ll feel safe, loved, and understood in the process!

Program Information

Objectives

Utilize joyful and playful interactions to promote social-emotional development.
Identify three ways play supports social-emotional development.
Apply the DIR Functional Emotional Development Capacities to understand a person’s developmental process.

Outline

Power of Joyful Relationships, Movement, and Play in Autism Intervention

Essential for development throughout the lifespan
Why DIRFloortime®: What the evidence-based research says
Risks and limitations of the research and techniques

Promote Social-Emotional Development in Autistic Children

Movement within play creates more synchrony between the mind and body
Playful ways to support self-regulation, cognitive processes, a sense of agency, and a positive self-image
Play and therapeutic relationship to help your clients

Understand Your Client’s Developmental Process

DIR Functional Emotional Development Capacities

Target Audience

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

Copyright : 04/20/2023

Masking in Autism and the Increased Risk for Suicidal Ideation: Internal Family Systems & Strength-Based Models for Identification, Safety Planning, and Treatment

Autistic individuals learn to mask their traits as a way of fitting in and navigating a world that is not designed for them. This social survival strategy – to stay emotionally and social safe from rejection, bullying, and ostracization – comes at a cost.

Masking is overwhelming. It is exhausting. And often leads to increased rates of anxiety, depression, and suicidal ideation.

As clinicians, we need to be aware of the potential for masking and be prepared to support our clients in identifying and understanding this phenomenon.

Join two autistic clinicians Sean Inderbitzen, LCSW, MINT and Lisa Morgan, M.Ed, CAS, for this fireside chat to learn how to identify when masking is present in autistic adults, in what context masking is helpful, and begin the challenging process of unmasking in two safe and neurodiversity-affirming ways!

Lisa guides you through a strengths-based approach to:

Begin the process for safety planning and stabilization
Help clients begin to unmask and understand who they are
Promote a sense of agency and control in their lives reducing suicidal ideation

Sean unpacks an Internal Family Systems (IFS) approach to help autistic clients:

Process how masking is adaptive and when it becomes maladaptive
Understand how vulnerable, firefighter and manager parts impact masking
Manage anxiety and improve mood, self-esteem, and interpersonal communication

Program Information

Objectives

Identify when masking is present in autistic adults and understand the increased risk for suicidal ideation.
Evaluate the difference between a strengths-based approach and internal family systems approach to unmasking and when to use each.
Use a strengths-based approach to identify when masking is present and begin the process of safety planning and stabilization.
Apply an IFS approach to help autistic clients process how their masking has been adaptive and maladaptive over their life.

Outline

Masking in Autistic Adults

How masking becomes adaptive
Is masking always maladaptive – The Debate
Risk for increased suicidal ideation

Neurodiversity-Affirming Approaches to Address Masking:

Strengths-based approach to:
- Hone observational skills to identify masking
- Begin the process of safety planning and stabilization
- Promote a sense of agency and control reducing suicidal ideation
IFS treatment to help clients
- Process how masking is maladaptive and when it becomes maladaptive
- Understand how vulnerable, firefighter and manager parts impact masking
- Manage anxiety and improve mood, self-esteem, and interpersonal communication

Risks and limitations of the research and techniques

Target Audience

Licensed Clinical/Mental Health Counselors
Marriage and Family Therapists
Nurses
Nursing Home/Assisted Living Administrators
Occupational Therapists
Occupational Therapy Assistants
Psychologists
School Administrators
Social Workers
Speech-Language Pathologists
Teachers/School-Based Personnel

Copyright : 04/21/2023

Inclusive Therapeutic Practices to Work with Autistic Adolescents & Adults: CBT Modifications to Target Executive Functioning and Improve Meltdowns, Social-Emotional, Anxiety, & Other Comorbidities

Research shows that only 2 out of 44 clinicians feel competent working with autistic clients.

This unfortunately creates a huge gap in accessible treatment and services for this population. It also contributes to a negative stigma in the world of mental health that is not empowering or inclusive for autistic individuals.

Let’s bridge the gap in accessible services for autistic individuals who desire and deserve the same mental health access as everyone else and become a part of the solution!

Join Tosha Rollins, MA, LPC, ASDCS, to discover evidence-based strategies that create an inclusive therapeutic experience and environment as well as improve positive treatment outcomes for your autistic clients. In this session, you’ll learn how to effectively:

Build rapport with your autistic clients
Assess areas of functional impairment
Set individualized goals and objectives for treatment planning
Apply modified CBT interventions to target 11 areas of executive functioning to:
- Identify function and context for behavior
- Improve emotional identification and regulation
- Develop social/emotional communication skills
- Improve executive functioning, emotional intelligence, theory of mind, self-regulation
- Treat GAD, depression, OCD, ADHD, adjustment disorder
- Adapt clinical environment: In-office and online
Prevent insurance claim denials related to autism diagnosis
Improve your autistic clients’ overall quality of life

After this training, you’ll have a sense of confidence which ripples beyond the therapy room, into a positive mental health stigma for autistic individuals.

Program Information

Objectives

Establish a solid understanding of three different competencies required to modify and apply CBT interventions in an inclusive environment.
Determine and practice at least three clinical skillsets required to build rapport and confidently implement treatment plans tailored to individual autistic client’s needs.
Utilize best practices with continuum of care to meet the needs of autistic clients.

Outline

Create an Autistic Inclusive Therapeutic Experience

Competencies, clinical skills, continuum of care, community resources
Barriers to autism intervention in the mental health setting
Importance of integrating the 11 areas of executive functioning in autism intervention
Assessment considerations

CBT Modifications to Target 11 Areas of Executive Functioning to:

Identify function and context for behavior
Improve emotional identification and regulation
Develop social/emotional communication skills
Improve executive functioning, emotional intelligence, theory of mind, self-regulation
Treat GAD, depression, OCD, ADHD, adjustment disorder
Adapt clinical environment: In-office and online
Simulation: How to overcome challenges with EF
Limitations of research and potential risks

Target Audience

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

Copyright : 04/21/2023

Supporting Fathers of Autistic Children: Group Counseling Sessions to Instill Hope, Give Community, and Improve Family Relationships

Watching their child struggle. Worrying about their future.

And feeling the stigma and pressure of raising a child so many fail to understand can leave fathers of autistic children feeling isolated and unsupported.

Drawing on clinical, community, and lived experience as fathers of autistic children, Drs. Robert Naseef and Michael Hannon share the latest evidence about father involvement and their crucial impact on the child, the partner, and the family.

They’ll share the unique needs, aspirations, challenges, and successes of fathers of autistic children and how you can coordinate successful fathers’ group counseling sessions to instill hope, give them community, and much more.

Leave this session ready to provide the fathers with the support they need to be a resilient beacon of hope for their autistic children so they can thrive!

Program Information

Objectives

Differentiate between fathers’ unique emotional and mental health considerations from other family community members of autistic people.
Assess a range and types of counseling groups to determine most culturally relevant for father consumers of treatment and services.
Analyze utility of presenters’ group counseling model for their fathers’ group.

Outline

Unique Emotional and Mental Health Considerations and Needs for Fathers of Autistic Individuals

Fathers’ unique needs and the differences between other family members
Evaluate fathers’ current level of engagement with their autistic child

Creating a Fathers’ Counseling Group

Unpacking the Fathers’ Group Counseling Model
Types and benefits of counseling groups
Choosing the most culturally relevant treatment and services
Steps to implementing a fathers’ group counseling session

Target Audience

Case Managers
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

Copyright : 04/21/2023

Supporting Autistic Transgender Youth Through Transition: A 5-Part Framework to Support Client’s Social & Physical Transitions

If you’re working with transgender youth, the chances they are autistic are extremely high. One study reports that 32% of those youth have had their gender identity questioned due to being autistic and nearly 70% needed gender-related medical care.

Join Kade Sharp, an autistic LICSW, Registered Play Therapist, and Child Mental Health Specialist, as he teaches an easy and memorable 5-part framework for helping autistic trans youth as they transition! This framework will guide you through conversations about name changes, reducing dysphoria, gender affirming surgery, and more. You will no longer feel stuck or wonder what step to take next when exploring these topics with your autistic child and teen clients. Your clients will feel supported and affirmed by your new understanding of their neurotype!

Program Information

Objectives

Distinguish the many possibilities of a gender transition for young clients as related to clinical treatment.
Apply “The 5 S Framework” when supporting autistic transgender youth through their transition to improve treatment outcomes.
Modify “The 5 S Framework” to fit the needs of each individual client to improve client engagement.

Outline

Transgender, Transition, Gender Dysphoria, and Autism

Definitions, different possibilities, and relevant statistics

”The 5 S Framework” for Helping with Transition-Related Challenges

Adapting the framework based on your individual clients

Supporting a Social Transition & a Physical Transition

Name & Pronoun Changes
Dysphoria-Reducing Aids
Gender Affirming Surgery

Risks & Limitations of the Research and Techniques

Common Questions/Questions & Answers

Expectation sensitivity, internalized transphobia, safety concerns, masking, and more

Target Audience

Case Managers
Licensed Clinical/Mental Health Counselors
Marriage and Family Therapists
Psychologists
Social Workers
School-Based Personnel

Copyright : 04/21/2023

Tips for Moving Towards a Neuro Inclusive Framework in Autism Intervention: A Long-Awaited Panel Discussion

You don’t want to miss this dynamic long-awaited talk where six experts break down your very next step to move autism intervention away from behaviorism, towards a more neuro inclusive – client centered – model of care.

We’ll look at a social justice model, where societal – versus individual – barriers are explored and addressed. The juxtaposition of evidence-based interventions alongside a social justice model can seem daunting but is critical to build the self-advocacy and self-determination abilities of autistic clients.

In this discussion, we’ll highlight neuro inclusive approaches that you’ve learned over two days including Polyvagal Theory, strengths-based theories, Internal Family Systems Theory, DIRFloortime®, pharmacological interventions, and so much more. You’ll learn how to:

Move this Rogerian based (neuro inclusive) movement forward
Address and circumvent current barriers to implementation
Evaluate which interventions are neuro inclusive vs ones that are more behaviorist in nature
Select client-centered approaches that are consistent with being neuro inclusive
Design a neuro inclusive treatment package for a client you are going to work with

By the end of this panel discussion, you’ll have a better understanding of how to create a neuro inclusive hybrid model of care to ensure your autistic clients thrive in education, employment, community, self-advocacy, and much more!

Program Information

Objectives

Apply three client-centered approaches to clinical practice that would be consistent with what experts identify as being neuro inclusive.
Design a neuro inclusive treatment goal and objective for a client.
Create a hybrid model of intervention to develop a client’s ability to self-advocate across all settings.

Outline

History of the Debate-B.F. Skinner and Carl Rogers

What Makes Neuro Inclusive Approaches Different From Behaviorism Approaches

Brief Overview of Neuro Inclusive Approaches that Prioritize Individual Needs and Strengths

Strengths-based approaches
Polyvagal theory
Internal family systems
DIRFLoortime®
Pharmacology

How Neuro Inclusive Practices are Affirming, Encourage Client Autonomy, and Help Develop a Sense of Safety for all Autistic Clients

Neuro inclusive practices and intersectionality
Building a foundation of safety and trust
Empowering decision making and agency
The neuro inclusive model and access to interventions across communities

Implementing a Neuro Inclusive Model of Care: The Importance of Integrating a Hybrid of Medical and Social Models Including Next Steps

You can still have targeted interventions and be neurodiversity affirming
Clients can still seek treatment and want societal barriers to be addressed
Review individualized treatment for clients
Compassion Fatigue for clinicians

A Broader Lens on Neuro Inclusive Practices and Their Intersection with Employment, Secondary and Post-Secondary Education, Personal and Professional Identities

Self-advocacy skills leading towards empowered decision making
The role of the therapist in advocating for clients and sharing information about beneficial opportunities
The role of the therapist versus clients in making decisions regarding treatment
Opportunities within the higher education and post-secondary community that are specific to individual with learning differences
Internship and workplace hiring initiatives that are specific to individuals with learning differences
- What skills and abilities are necessary to access these opportunities
- Client led sessions and interventions allow for increased agency in the therapeutic process – practice for decision making
- Facilitated problem solving
- Role of an educator/therapist in K-12 to prepare for post-secondary transition

Target Audience

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

Copyright : 04/21/2023

Unveiling the Interaction between the Second Brain, Epigenetics, and Sensory Processing of Autistic Children

Join sought after occupational therapist, Varleisha Gibbs, PhD, OTD, OTR/L, ASDCS, FAOTA, as she walks you through the second brain and the enteric nervous system. By understanding this unique gut ecosystem, along with the intersection of epigenetics, you’ll leave with a better understanding of how the gut intersects with behavior.

Dr. Gibbs demonstrates hands-on evidence-based approaches and methods to properly select interventions to help autistic children who struggle with self-regulation, emotional regulation, and sensory processing skills. Through current neurology research, new evidence on brain-gut connection along with video case scenarios, you’ll learn to:

Connect behavior to the enteric nervous system to better understand the cross talk between the brain-gut and relation to symptomatology
Consider epigenetics and its impact on development of the enteric nervous system
Apply hands on strategies to support optimal performance and interaction
Address concerns of hyperactivity, aggressiveness, self-stimulatory, sensory avoidance, and inattentiveness through self-regulation approaches

Active learning strategies will include a video neuroanatomical review and case examples! Register Now!

Program Information

Objectives

Evaluate the neurology of the second brain, known as the enteric nervous system, and the various senses including interoception for treating autistic clients.
Utilize the latest research on epigenetics to inform autism treatment.
Investigate environment impacts the gut ecosystem and the impact on sensory processing.
Determine how self-regulation, and mindfulness, strategies and can improve brain-gut crosstalk and overall function.

Outline

Introduction to the Second Brain and Connection to Autism

Research on the enteric nervous system

Understanding the Brain-Gut connection and behavioral presentations

Current evidence-based practices

Connection to epigenetics; how behavior is passed to offspring

Self-Regulation & Mindfulness program and ACTION from Trauma Approach:

Assessment Tools
- Screen areas of strength and areas revealing potential for growth
- Assess interoception and other areas of sensory processing
- Investigate epigenetics and familial influences
- Contextual Sensory Intervention (CSI); Investigating the environment
Treatment Planning
- Address interoception through sensory based and mindfulness activities
- Make a safe-space through modifying the environment and context to identify opportunities to improve upon self-regulation
- Daily schedules and methods to organize interventions
- Sensorimotor strategies to address the individual needs of children and families: Case examples

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

Autism Intervention through the Lenses of Internal Family Systems and Polyvagal Theory: A Step-by-Step Guide to Increase Client’s Emotional, Somatic, and Cognitive Awareness

Autistic patients have a challenging time engaging in therapy, especially trauma therapies. This is in many ways due to the reliance of cognition. While pattern recognition and strong intellect are a great strength it does little to compensate for the difficulty with social engagement due to a dampened social engagement system.

Join autistic clinician Sean Inderbitzen, LCSW, Member of MINT, as he guides you through using Internal Family Systems and Polyvagal Theory lenses to assess cognitive suppression of emotional and somatic experiences of autistic clients. Building on this awareness, you’ll explore ways to increase somatic and energetic awareness during therapy sessions with your autistic clients.

Program Information

Objectives

Use an Internal Family Systems lens to assess cognitive strategy parts of autistic clients which make it difficult to engage in somatic and emotional processing.
Apply Internal Family Systems therapy to work with cognitive parts.
Use polyvagal theory to create somatic, energetic and awareness of beliefs consistent with hyper/hypo arousal states.

Outline

Why Internal Family Systems Therapy and Polyvagal theory for autism intervention
IFS to overcome cognitive suppression in autistic individuals

Polyvagal theory to create somatic, energetic and awareness of beliefs consistent with hyper/hypo arousal states

Integration and treatment of somatic and energetic awareness in autistic Individuals

Target Audience

Addiction Professionals
Case Managers
Licensed Clinical/Mental Health Counselors
Marriage & Family Therapists
Psychologists
Social Workers
Speech-Language Pathologists

Affirming Play Therapy Approaches - The Agent of Change for Neurodivergent Kids

Neurodivergent children (autistic, ADHD, learning differences, sensory differences) represent a unique and large part of the population of children that participate in therapy, yet their needs are often misunderstood and neglected, not reaching their needed therapy goals.

Dr. Robert Jason Grant, creator of AutPlay Therapy, will share his 20+ years of experience in the field to explain the concepts of neurodiversity, ableism, neurodivergence, and how to be neurodiversity affirming. Many therapists often unintentionally implement interventions and techniques which can be harmful for neurodivergent children. Dr. Grant will share how to provide affirming approaches which give the child a voice, value the self of the child, empower the child, use play preferences as the agent of change, and address therapy needs and goals.

Your ability to recognize affirming vs. harmful interventions highlights the difference between effective vs. problematic play therapy work with neurodivergent children. This recorded session will provide you with the application of affirming play therapy processes to help neurodivergent clients grow and heal in their mental health goals while empowering the therapist to feel confident in their service to this most vulnerable population.

Program Information

Objectives

Analyze the concepts of neurodiversity, neurodivergence, and neurodiversity affirming application regarding practical use in play therapy sessions.
Support how play therapy theories and approaches can be implemented to be neurodiversity affirming and address clinical outcomes.
Demonstrate at least 5 play therapy interventions that would exemplify neurodiversity affirming principles.

Outline

Neurodiversity
- A paradigm and movement
- Variations and differences in neurotypes
- The neurodivergent client
Neurodiversity Affirming
- Ableist vs affirming play therapist
- Affirming play therapy theories and play techniques
- Strength-based approaches
Affirming Play Therapy
- Needs, healing, and growth outcomes
- Doing no harm

Target Audience

Counselors
Marriage and Family Therapists
Mental Health Clinicians
Play Therapists
Psychologists
Psychiatrists
School Counselors
Social Workers

Treating Autism Spectrum Co-Morbidities: Pharmacological and Non-Pharmacological Interventions for Irritability, Anxiety, ADHD, & More

Why do so many autistic kids end up on antipsychotic medications? Sure, they might be helpful, even lifesaving at times, but aren’t they also potentially very harmful? Can’t we try something different first?

Dr. Josh Feder, Editor in Chief at the Carlat Child Psychiatry Report has been calling out Big Pharma for three decades. Drawing on his approach from his latest book, Child Medication Fact Book for Psychiatric Practice, Second Edition, you’ll learn all the steps you might try before resorting to antipsychotic medications to reduce client struggles with irritability, anxiety, aggression, depression, ADHD, and sleep.

From non-pharmacological approaches to supplements, milder medications, and, if you need them, how to monitor for the side effects of antipsychotics and reduce some of the side effects, you’ll be ready to match the interventions with the needs and values of autistic clients and their families.

This is a session you don’t want to miss! Register Now!

Program Information

Objectives

Catalogue three kinds of approaches to helping reduce irritability, anxiety, aggression, depression, ADHD, and sleep in autism.
Theorize the potential for at least three side effects of antipsychotic medications.
Extrapolate three strategies for avoiding or reducing the side effects of antipsychotic medications.

Outline

Meet Betsy – adorable, autistic, but irritable
Sorting out why
Before meds
From supplements to antipsychotics for irritability, anxiety, aggression, depression, ADHD, and sleep

Target Audience

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

Neurodiverse Couples in Therapy: Clinical Interventions to Improve Communication, Intimacy and Connection

Neurodiverse couples and partners seeking therapy frequently report feeling disappointed and harmed by the care they received due to the lack of understanding about neurodiversity and its impact on relationships. This presentation will help you recognize, understand, and treat neurodiverse couples so that both partners better understand themselves, each other, and their relationship dynamics. You will leave this presentation with concrete tools and strategies you can use to help neurodiverse couples improve their communication and connection.

Program Information

Objectives

Describe how neurotype impacts clinical practice with neurodiverse couples
Implement the three main components of the Myhill/Jekel model to provide care through a neurological lens.
Utilize1-2 strategies to help facilitate improved communication between neurodiverse partners.

Outline

How neurotype impacts clinical practice with neurodiverse couples
Myhill/Jekal Model for working with neurodiverse couples in therapy
12 Autism Trait Categories
3 concrete tools and strategies to help facilitate improved communication between neurodiverse partners
Risks & limitations of the research and techniques

Target Audience

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

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