Jay Berk – PESI – High-Functioning Autism: Proven & Practical Interventions for Challenging Behaviors in Children, Adolescents & Young Adults

Description

Jay Berk – PESI – High-Functioning Autism: Proven & Practical Interventions for Challenging Behaviors in Children, Adolescents & Young Adults download, Jay Berk – PESI – High-Functioning Autism: Proven & Practical Interventions for Challenging Behaviors in Children, Adolescents & Young Adults review, Jay Berk – PESI – High-Functioning Autism: Proven & Practical Interventions for Challenging Behaviors in Children, Adolescents & Young Adults free

Jay Berk – PESI – High-Functioning Autism: Proven & Practical Interventions for Challenging Behaviors in Children, Adolescents & Young Adults

Intervention strategies for co-occurring deficits related to:

• Social skills
• Communication
• Sensory
• Anxiety/Rigidity
• Depression
• Meltdowns
• ADHD
• OCD
• Psychotropic medications
• Non-compliance

This intensive seminar provides proven intervention strategies, essential treatment tools, and behavioral techniques to help you analyze behaviors and actions, identify consequences for behaviors, and teach new skills to children, adolescents and young adults with high-functioning autism (HFA). Walk away with practical intervention techniques for social success, behavior changes and overcoming challenging co-occurring behaviors that deliver success through adulthood. The challenging co-occurring issues to be addressed are:

• Social skills
• Communication
• Sensory
• Anxiety/Rigidity
• Depression
• Meltdowns
• ADHD
• OCD
• Psychotropic medications
• Non-compliance

Gain valuable insight into common psychotropic medications, including both the helpful effects and potentially problematic side effects, that these individuals are prescribed. We will explore HFA and the new DSM-5® diagnosis of Social-Pragmatic Communication Disorder. You will receive the necessary tools to gain effective collaboration between clinicians, educators and parents. Through case studies, video clips and class participation you will leave this seminar with the confidence to identify actions that cause impediments in change, utilize more successful consequences for behaviors, and teach new skills to children, adolescents, and young adults with HFA. Don’t just manage these individuals; provide interventions that can lead to successful independence into their adult years!

Speaker
Jay Berk, PhD, is a licensed clinical psychologist and an internationally recognized expert in the child/adolescent behavioral field who brings both a clinical and education perspective to his work with children, adolescents and their families. For over 25 years, Dr. Berk has been treating clients with ODD, ADHD, autism, anxiety and stress, depression, learning disabilities, Tourette’s Syndrome and individuals who have multiple impairments. He conducts 15 social skills/mental health groups for children and adolescents and works daily with school and professionals, families and parents. Dr. Berk continually consults for several school districts. In his practice, in Beachwood, Ohio, he provides therapy for children, adolescents, families, testing and evaluation, school consultation as well as an alternative educational program.

Dr. Berk presents nationally on the topics of autism, disruptive behavior disorders, mental health issues in the classroom, ODD and social skills competency. In his workshops, he teaches professionals who work with children and adolescents, practical treatment and intervention strategies. He has been invited to present at hundreds of schools and conferences including being a repeated consultant to the Department of Education in Hawaii. As a past consultant to the United Nations, Dr. Berk authored a manual for UNICEF that was used by teachers working with children throughout Bosnia during the war. He has also worked in London, England with defiant teenagers; Kristiansand, Norway with traumatized youth; and the American Red Cross with trauma response.

Speaker Disclosures:
Financial: Dr. Jay Berk maintains a practice and is the owner of Social Skills 360. He has an employment relationship with Intenta and is an international speaker and consultant and receives compensation. Dr. Berk receives royalties as a published author. He receives a speaking honorarium, recording, and book royalties from PESI, Inc. He has no relevant financial relationships with ineligible organizations.
Non-financial: Dr. Jay Berk has no relevant non-financial relationships.

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

Outline

• DSM-5® and ICD-10 Updates
  Social-Pragmatic Communication Disorder
  Impact on service delivery (school/community)
  Successfully link home, school and therapy
  IEP/504/Do they qualify for school services?
  Co-morbid disorders: Why the difference is important
• Social Skills Interventions
  Improve social skill deficits
  “Kid Cop” behaviors and why other kids get angry
  How to get peers to recognize them in positive ways
  Group activities
  Early intervention programs that can deliver long-term success
• Communication Interventions
  Conflict resolutions that are effective in multiple settings
  Help peers and family members relate
  Verbal interventions that overload processing
  Pragmatic language and other abstract issues
• Sensory Interventions
  Self-stimulation (appropriate & inappropriate)
  Sensory strategies to avoid
  Coping/calming techniques that reduce meltdowns
  Sensory diet
• Anxiety Interventions
  Anxiety-reducing activities
  How anxiety impacts rigidity
  Help them “self-regulate”
  Successful transitions
• Depression Interventions
  Impact on flexibility and change
  Therapy that works for people with HFA
  Emergence in adolescence
  Solitude vs. loneliness
• ADHD Interventions
  ADHD vs. hyper-focus
  Commonly prescribed medications and possible benefits and side effects
  Specific triggers and what fuels the rage
  Reduce aggressive and disruptive behaviors
  Mistakes that escalate defiant behaviors
  Overcome refusals to comply with even simple requests
• Obsessive-Compulsive Disorder (OCD) Interventions
  What to do when they become stuck on high interest areas
  Specific medication interventions
  Impact on socialization and behaviors
• Interventions for Specific Difficult Behaviors
  Reduce Internet and electronic addictions
  Changes in technology, school systems and mental health delivery
  Cognitive-Behavior Therapy (CBT) for mood and anxiety
• Psychopharmacological Interventions
  Differentiate among common medications
  Medications that mimic difficult behaviors
  Side effects and off label use
• Case Studies, Demonstrations & Activities
  Case studies that demonstrate specific interventions for aggressive and non-compliant behaviors
  iPad® apps for social success, behavioral changes and speech and language
  Staff training techniques to experience what an individual on the spectrum might

Objectives

1. Implement interventions to teach children/adolescents diagnosed with High-Functioning Autism (HFA) the skills to independently manage their own regulation, anxiety and fears.
2. Design effective strategies to approach transitions and routine life challenges for children/adolescents diagnosed with HFA.
3. Utilize specific interventions to improve long-term social-emotional success for children/adolescents diagnosed with HFA.
4. Suggest specific sensory-based calming techniques to reduce anxiety for children/adolescents diagnosed with HFA.
5. Recognize the potential side effects of psychotropic medication that can mimic or cause behavioral issues related to HFA.
6. Design specific behavioral interventions to reduce frequency, intensity and duration of difficult behaviors in children/ adolescents with HFA.

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