Timothy Kowalski – PESI – High Functioning Autism Spectrum Disorder

Description

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Timothy Kowalski – PESI – High Functioning Autism Spectrum Disorder

This intensive, full-day seminar recording 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 complete the recording with 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
Cara Marker Daily, PhD, BCBA, is a licensed psychologist and a Board Certified Behavior Analyst with over 20 years of experience providing assessment and treatment for children, adolescents and young adults with autism in the home, school, hospital and community settings. She works directly with educators, speech/language pathologists, occupational therapists, BCBAs and other professionals. Dr. Daily is the president and training director of Daily Behavioral Health, a leading behavioral health provider in northeast Ohio specializing in assessment, consultation, and treatment of autism, anxiety and disruptive behavior disorders. She is the founder and executive director of the Building Behaviors Autism Center, which has received numerous grants to provide free and reduced cost applied behavioral analysis services to individuals with autism.

Dr. Daily has written several cognitive-behavioral and behavioral-based curriculums focusing on teaching daily living skills to children with autism and published a peer-reviewed journal article supporting evidence for success of these programs. She has presented nationally on topics of autism, disruptive behaviors disorders, anxiety and chronic health conditions in the pediatric population. Dr. Daily has been featured in radio, television, and other media platforms in northeast Ohio. She is the author of The Key to Autism: An Evidence-Based Workbook for Assessing and Treating Children & Adolescents (PESI, 2016).

Dr. Daily received her Ph.D. in School Psychology at the University of South Carolina, and completed an internship in Pediatric Psychology at the Children’s Hospital of Philadelphia and a postdoctoral fellowship in Pediatric Psychology at The Children’s Hospital at The Cleveland Clinic. Dr. Daily is a member of the Department of Pediatrics at Fairview Hospital at the Cleveland Clinic, the American Psychological Association, the Ohio Psychological Association, and the Christian Association of Psychological Studies.

Speaker Disclosures:

Financial: Cara Marker Daily is the president/training director for Daily Behavioral Health, Inc.  She is the founder/executive director of the Building Behaviors Autism Center.  She is an author for PESI Publishing & Media and receives royalties. Dr. Daily receives a speaking honorarium from PESI, Inc. She has no relevant financial relationships with ineligible organizations.

Non-financial: Cara Marker Daily is a community advisory board member of the Fairview Hospital. She is a board member for Building Behaviors Autism Center. She is a member of the American Psychological Association and the Ohio Psychological Association.

Objectives

1. Employ 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. Appraise specific sensory-based calming techniques to reduce anxiety for children/adolescents diagnosed with HFA.
5. Assess 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.

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 strategies 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
• Research, Risks and Limitations

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

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