Seminar Detail

Theory of Mind Interventions to Develop Social-Emotional Skills: Improve Social & Academic Success from Infancy through Adolescence
Theory of Mind Interventions to Develop Social-Emotional Skills: Improve Social & Academic Success from Infancy through Adolescence

Where:  FAIRFAX, VA

When:  Friday, December 1, 2017 at 8:00 AM - 4:00 PM

Other ways to Register: Call (800) 844-8260   |   Printable Form (fax or mail)
Details

$219.99
Single Registration
$199.99
2+ Group Rate: per person
*** All prices are shown in US Dollars ***
 
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Location

HILTON GARDEN INN FAIRFAX
3950 FAIR RIDGE DR
FAIRFAX, VA 22033
Phone: 703-385-7774
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Course Description:

Children with Theory of Mind (ToM) deficits live in an unpredictable and irrational world putting them at a social and academic disadvantage. They have poor self-awareness and emotional regulation. And, they lack social-reciprocity and perspective taking and struggle to make inferences about what others might do. Your challenge as therapists working with these children is to help them bridge the gap toward effective social-emotional functioning.

Join theory of mind expert, Carol Westby, PhD, CCC-SLP, and discover the developmental stages of ToM from precursors in infancy through higher-level thinking in adolescents. You will learn how to identify the patterns of and severity of ToM deficits to effectively match intervention strategies to the child’s specific needs. Through video examples, children’s books and movies and pictures you will learn to design and implement strategies to develop the social-emotional underpinnings of ToM.

Skills that you will be able to implement immediately ….
  • Assess development of ToM from infancy through adolescence
  • Engage children in emotional sharing and joint attention
  • Foster autobiographical memory and ability to think about the future
  • Improve the vocabulary and sentence patterns necessary for ToM
  • Identify multiple contextual cues as a way to improve ToM
  • Develop intrapersonal ToM to regulate behavior and emotions
  • Determine which profiles respond to particular interventions using current research
Objectives:
  1. Assess and describe the developmental stages of theory of mind (ToM) in infants/toddlers, children and adolescents with (ASD), SCD),(LD) and hearing impairment.
  2. Connect current research documenting neural bases for emotional understanding and ToM.
  3. Analyze the types of difficulties making inferences exhibited by children and adolescents with ASD and SCD.
  4. Design and implement activities to develop the social-emotional underpinnings of ToM.
  5. Employ strategies to promote ToM in children and adolescents.
  6. Use children’s literature to promote inference making and interpersonal and intrapersonal ToM.
OUTLINE

Foundations for ToM Development
  • ToM dimensions
  • Neuroanatomical/Neurochemical foundations for ToM types or dimensions
  • Genetic/environmental influences on ToM
  • DSM-5® diagnoses and comorbidities
Assessment of ToM Development
  • Formal and informal ways to assess ToM
  • Precursors in infants/toddlers
  • Emergence during preschool
  • Higher order ToM in school-age children and adolescents
Cognitive/Affective ToM and Interpersonal/Intrapersonal ToM
  • Patterns of severity of ToM deficits
  • Social and academic implications
  • Profiles to effectively match deficits to interventions
Tom Interventions for:

Infants and Toddlers
  • Engage children in emotional sharing
  • Develop several types of joint attention
  • Promote coordination/co-regulation in interactions
Early Preschool
  • Develop a sense of self through play
  • Develop pretend play skills
  • Nurture foundations for autobiographical memory and the ability to think about the future
Late Preschool/Early Elementary
  • Foster the vocabulary and syntactic skills necessary for ToM
  • Identify cues and clues to help recognize and infer emotions of self and others
  • Promote language for counterfactual reasoning and mental time travel
Late Elementary/Adolescents
  • Strategies for emotional and behavioral regulation
  • Strategies to promote social and academic comprehension
  • Sentence frames to develop complex syntax for explaining reasons for emotions and behaviors

CAROL WESTBY, PHD, CCC-SLP

Carol Westby, Ph.D., CCC-SLP, is a fellow of the American-Speech-Language-Hearing Association (ASHA) and holds Specialty Recognition in Child Language. She received the Distinguished Alumnus Award from the University of Iowa’s Department of Speech Pathology and Audiology, the ASHA Award for Contributions to Multicultural Affairs and the honors of ASHA.

For over 20 years, Dr. Westby has been principal investigator on a number of clinical service, research and personnel preparation grants, including Project LIGHTS, a personnel preparation program to educate speech-language pathologists, special education teachers and school psychologists to work with children with autism spectrum disorders; and Project PLAY (Play and Language Attunement in Young Children), which trained caregivers to increase the quality and frequency of interactions that promote development of theory of mind (ToM) and language. Dr. Westby developed a social-emotional program to develop ToM in young elementary school children who exhibit bully-like and victim-like behaviors.

Dr. Westby is the developer of the Westby Play Scale, a checklist used to assess children's social and play skills. She has published and presented nationally and internationally on theory of mind, play, language-literacy relationships, narrative/expository development and facilitation, assessment and facilitation of written language, metacognition/executive function, and issues in assessment and intervention with culturally/linguistically diverse populations.




Speaker Disclosures:

Financial: Carol Westby is a consultant for Bilingual Multicultural Services. Dr. Westby receives a speaking honorarium from PESI, Inc. She is the author of numerous chapters and articles; and is published by various publishers including Jones & Bartlett and Pearson.

Non-financial: Carol Westby is the developer of the Westby Play Scale. Dr. Westby is a fellow of the American-Speech-Language-Hearing Association.
Credits listed below are for full attendance at the live event only. Certificates of Completion are distributed at the conclusion of the live seminar for those who register prior to the event date and attend the full day. A letter of attendance will be issued to participants who register at the event, arrive late, or leave early. For those who registered day of (walk-ins), and are in full attendance, a certificate of completion for full CE credit will be sent within 30 days following the event. For those in partial attendance (arrived late or left early), an adjusted certificate of completion reflecting partial credit will be issued within 30 days (if your board allows). Please see “live seminar schedule” for full attendance start and end times. NOTE: Boards do not allow credit for breaks or lunch.

If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, or questions on home study credit availability, please contact cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

PESI, Inc. offers continuing education programs and products under the brand names PESI, PESI Healthcare, PESI Rehab and Psychotherapy Networker.




COUNSELORS
This intermediate activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

DISTRICT OF COLUMBIA COUNSELORS: This intermediate activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.

VIRGINIA COUNSELORS: This intermediate activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.


EDUCATORS/TEACHERS
This course is designed to qualify toward your professional development requirement. The program is 6.25 clock hours in length.


OCCUPATIONAL THERAPISTS & OCCUPATIONAL THERAPY ASSISTANTS
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PESI, Inc. is an AOTA Approved Provider of continuing education. Provider #: 3322. Full attendance at this course qualifies for 6.0 contact hours or .6 CEUs in the Category of Domain of OT and Occupational Therapy Process. Partial credit will be issued for partial attendance. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Course Level: Intermediate.


PSYCHOLOGISTS
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PESI, Inc. is approved by the American Psychological Association to sponsor continuing education for psychologists. PESI maintains responsibility for this program and its content. PESI is offering this activity for 6.25 hours of continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.


SPEECH-LANGUAGE PATHOLOGISTS
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This course is offered for .6 ASHA CEUs (Intermediate level, Professional area).

** Please note that Speech-Language Pathologists who participate in the live webcast will be required to complete additional steps if they want their participation submitted to the ASHA CE Registry. Detailed instructions will be provided the day of the program under the Handouts Section of the webcast.


SOCIAL WORKERS
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PESI, Inc. Provider #:1062, is approved as a provider for social work continuing education by the Association of Social Work Boards (ASWB), www.aswb.org through the Approved Continuing Education (ACE) Program. PESI, Inc. maintains responsibility for the program. ASWB Approval Period: January 27, 2017 - January 27, 2020. Social workers should contact their regulatory board to determine course approval for continuing education credits. Social workers participating in this course will receive 6.25 (Clinical) continuing education clock hours for this intermediate course. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation.


OTHER PROFESSIONS
This activity qualifies for 380 minutes of instructional content as required by many national, state and local licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific requirements.

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