Full Course Description

Advanced Assessment of Autism in Children, Teens & Young Adults: Differential Diagnosis, Masking & Internalizing Profiles

Details coming soon!

Copyright : 11/18/2026

Sensory & Interoceptive Foundations for Emotional and Behavioral Regulation Across Development

Why do some children experience panic during transitions, emotional outbursts during daily routines, or rigid behavioral patterns that seem resistant to traditional behavioral approaches? Increasingly, research suggests these challenges may reflect underlying differences in sensory processing, motor development, interoception, and nervous system regulation rather than willful behavior or noncompliance.

This advanced training provides clinicians, educators, and therapists with a neurodevelopmental framework for understanding emotional and behavioral regulation across childhood and adolescence. Participants will explore how sensory processing, movement, body awareness, autonomic nervous system function, and interoceptive development influence emotional resilience, adaptive functioning, participation, and mental health outcomes in autistic and neurodivergent individuals.

Through case examples, practical assessment strategies, and evidence-informed intervention approaches, attendees will learn how to identify regulation challenges before they escalate into behavioral crises and develop individualized sensory, motor, and interoceptive supports that improve participation across home, school, and community settings. Participants will leave with immediately applicable tools for addressing feeding, sleep, hygiene, transitions, emotional regulation, and daily living challenges through a strengths-based, neuroaffirming lens.

Program Information

Objectives

Differentiate sensory, motor, and interoceptive contributors to behavioral and emotional dysregulation in autistic and neurodivergent individuals.
Utilize clinical observation and assessment strategies to identify regulation challenges affecting daily living activities.
Develop individualized intervention plans that incorporate sensory, motor, and interoceptive supports across home, school, and community settings.

Outline

Understanding Regulation Through a Neurodevelopmental Lens

Sensory processing and nervous system development
Interoception and body awareness across childhood
Motor development as a foundation for regulation
Connections between sensation, movement, emotion, and behavior
Autism, ADHD, sensory processing differences, and regulation challenges

Identifying Sensory, Motor, and Interoceptive Indicators of Dysregulation

Sensory contributors to anxiety, panic, rigidity, and distress
Recognizing early signs of nervous system overwhelm
Motor planning and praxis challenges affecting participation
Interoceptive differences influencing emotional awareness
Assessment tools and clinical observation strategies

Evidence-Informed Intervention Strategies

Proprioceptive and movement-based regulation supports
Interoceptive awareness activities and coaching
Sensory modulation strategies for emotional stability
Environmental modifications and sensory-smart routines
Supporting executive functioning through sensory and motor interventions

Daily Living Applications Across Contexts

Feeding and mealtime regulation supports
Hygiene and self-care participation strategies
Sleep routines and nervous system regulation
Transition supports across home, school, and community settings
Collaborative care planning for consistency across environments

Case Applications and Clinical Integration

Case study: Anxiety and sensory overload
Case study: Rigidity and transition challenges
Case study: Interoception and emotional awareness difficulties
Designing individualized regulation plans
Measuring outcomes and adapting interventions

Limitations of Research and Potential Risks

Current strengths and limitations of sensory and interoceptive research
Considerations regarding generalizability of findings
Risks of over-attributing behaviors to sensory factors
Importance of interdisciplinary assessment
Ethical and culturally responsive implementation

Copyright : 11/18/2026

When Autism Support Needs Are High: Tools for Regulation, Communication & Daily Life

For families—and the clinicians who support them—autism with higher support needs can feel overwhelming, isolating, and urgent.

This session offers practical, nervous‑system‑informed strategies for supporting children, teens, and young adults with autism levels 2 and 3 with a focus on safety, connection, and meaningful daily participation.

Co‑regulation anchors for meltdowns, shutdowns, and sensory overwhelm
Visual, structural, and environmental supports for safer daily routines
Connection‑first communication supports for minimally speaking individuals
Functional participation strategies for caregiving, transitions, and community access

Program Information

Objectives

Utilize research related to neurodiversity, communication, social emotional development and sensory systems to develop person affirming, applicable regulation routines.
Utilize visual supports, naturalistic interventions, and child led strategies to engage students/clients in sessions/lessons that support skill development, founded in neuroaffirming practices.
Integrate functional strategies and collaborative planning that allow clients and families to more successfully engage in daily, school, and clinical routines and experiences.

Outline

Connection-first communication supports for minimally speaking individuals

Use co-regulation as a prerequisite for communication
Shift communication from “performance” to “interaction” and engagement
Reduced-demand environments improve engagement for some autistic learners
Autonomy-supportive interactions improve engagement

Co-regulation anchors for meltdowns, shutdowns, and sensory overwhelm

Use coregulation and counterregulation to support clients’ emotional and sensory needs
Identify and implement low arousal and low demand approaches to support skill building opportunities
Honor client/student voice/ experience to develop regulation routines and strategies

Visual, structural, and environmental supports for safer daily routines

Identify and implement visual + environmental supports that match individual and environmental need
Create environmental supports that lead to increased opportunity and engagement
Foster routines that match client need and support progress toward identified areas of growth

Functional participation strategies for caregiving, transitions, and community access

Use a whole child lens to collaborate with service providers and families to develop outcomes that align with strengths and identified areas of growth
Utilize Utilize Prevent, Teach, Respond to increase engagement and participation within therapy, community, educational and home settings

Limitations of the research and potential risks

Target Audience

Counselors
Social Workers
Psychologists
Educators
Occupational Therapists
Speech Language Pathologists
Marriage and Family Therapists

Copyright : 11/18/2026

Autistic Family and Sibling Dynamics: Fostering Understanding, Balance, and Support

Families often feel isolated, exhausted, and misunderstood as they navigate the autistic family journey—one that can include stigma, pride, confusion, and deep connection. Join us as we share a practical, compassionate framework that brings relief across childhood, adolescence, and young adulthood while supporting healthy identity and well‑being for siblings and parents alike.

Co‑regulation strategies families can realistically use
Scripts and reframes that reduce shame and blame
Sibling stressors, role shifts, and resilience supports
Functional routines that decrease conflict and increase predictability

Program Information

Objectives

Identify sources of distress, hope, and family adaptation across the autistic family journey.
Compare deficit-based and strength-based approaches to family engagement and autism support.
Utilize culturally responsive strategies, co-regulation techniques, and family-centered practices to support well-being, communication, and resilience.

Outline

Co‑regulation strategies families can realistically use
Scripts and reframes that reduce shame and blame
Sibling stressors, role shifts, and resilience supports
Functional routines that decrease conflict and increase predictability

Target Audience

Counselors
Social Workers
Psychologists
Educators
Occupational Therapists
Speech Language Pathologists
Marriage and Family Therapists

Copyright : 11/18/2026

Autism, Gender Diversity & Bullying: Protecting Youth in School & Community Spaces

The intersection of autism and gender diversity has been well documented, and if you work with autistic youth, you will likely work with some who are transgender.

Autistic trans and gender diverse youth are at heightened risk of bullying and victimization, and often face layered stressors that impact their mental health and sense of belonging.

This training will explore how bullying, trauma and internalized stigma can uniquely intersect to influence their experience in school and community settings, and specific supports and protective factors to promote safety and positive wellbeing.

Drawing on their extensive background in school-based and community mental health and their clinical focus working with autistic trans and queer clients across the lifespan and in the treatment of trauma, Shir Wolf, LCSW-C (they/he) will provide practical strategies and steps for creating protective, affirming and safer school and community spaces that foster connection, dignity, resilience and growth.

Program Information

Objectives

List 3 ways that bullying and trauma are uniquely experienced in the lives of autistic trans and gender diverse youth.
Identify internal and external protective factors that support the mental health and wellbeing of autistic trans and gender diverse youth.
Develop tools for collaborating with families, schools, and communities to create inclusive, supportive and safer spaces for autistic trans and gender diverse youth.

Outline

Gender Diversity, Autism, and Identity Development

Gender diversity terminology and concepts
Prevalence trends and population data
Lived experiences of trans and gender-diverse autistic youth
Identity development, self-understanding, and belonging

Bullying, Trauma, and Mental Health Impacts

Bullying and victimization across school and community settings
Trauma exposure and cumulative stressors
Internalized stigma, minority stress, and social isolation
Trauma warning signs and indicators of distress

Protective Factors and Affirming Supports

Resilience resources and protective influences
Boundary-setting, safety planning, and communication supports
Family engagement and caregiver validation
Strength-based, identity-affirming support networks

Clinical, Educational, and Community Applications

Integrated supports across clinical, school, and community environments
Interdisciplinary collaboration and care coordination
Inclusive policies, practices, and environmental considerations
Limitations of current research and potential risks

Target Audience

Counselors
Social Workers
Psychologists
Educators
Occupational Therapists
Speech Language Pathologists
Marriage and Family Therapists

Copyright : 11/18/2026

PDA, Autonomy & Nervous-System-Driven Demand Avoidance Across Development: Transforming Combative to Collaborative

Finally understand the child, teen, or young adult who appears to “refuse everything” – creating a powerful shift for families who feel stuck & helpless.

This session reframes demand avoidance as a nervous-system-driven response rooted in anxiety, sensory overload, and self-regulation challenges, offering families and clinicians a respectful, effective path forward.

PDA related to anxiety and sensory overload vs oppositional defiance
Autonomy-first approaches that reduce nervous-system threat and support self-regulation and emotional safety
Flexible-thinking and tolerance-building supports that address perspective mismatch, emotional awareness, and relational regulation
Low-pressure environments that promote participation, collaboration, and safety across home, school, and community contexts

Program Information

Objectives

Identify and discern the differences between PDA and ODD.
Utilize technique to identify the function of a PDA behavior and promote awareness of Individualized reinforcements.
Identify the 7 methods of collaborative communication to diffuse PDA behaviors.

Outline

What is PDA and how is it misinterpreted as ODD (limitations of research and potential risks)

What are the differences? What are the similarities (Brief symptom review)
- Mood/Sensory dysregulation
- Distraction avoidance
- Social appearance (bossy/controlling)
- Refusal to access help
- Rich imaginative play
How do we tease these things apart, and how does this inform our interactions?

What are the goals of the PDA individual?

Power/Control across the developmental spectrum
Anxiety regulation
How is this creating a predictable attachment cycle (activity for attachment cycle)

Techniques for a Collaborative environment and diffusing PDA:

Minimizing unneeded sensory input (environmental changes) brief discussion
Awareness of vocal tone & tempo (Adult communication awareness) brief discussion
Preparation of transitions (injecting a pause for expectation) Priming the Pump Activity
Use of visual cuing (left/right hemisphere engagement for regulation) brief discussion
Flexible thinking and compromise (collaborative communication) brief example
Use of indirect language skills (open ended questions/creating creative approaches to task requests) brief example
Indirect Praise and successive approximations brief discussion

Activity (Self-Esteem cake-)

How do we help kids self-identify need not being met in their environment?
How do we give kids a voice for the kinds of non-tangible reinforcements that work just for them?

Questions and Closing

Target Audience

Counselors
Social Workers
Psychologists
Educators
Occupational Therapists
Speech Language Pathologists
Marriage and Family Therapists

Copyright : 11/19/2026

Neurodiversity-Affirming Play Therapy for Connection & Regulation

When words aren't accessible and emotions overwhelm, relational experiences become the pathway forward.

Interest‑based play and experiential work for co‑regulation and connection
Sensory‑motor experiences for emotional and behavioral stability
Communication supports naturally embedded in interaction
Adaptations for minimally or inconsistently speaking children and teens

Program Information

Objectives

Utilize directive play therapy interventions to help with connection and regulation needs of neurodivergent children.
Summarize special considerations when implementing play therapy approaches with autistic and other neurodivergent children.

Integrate neurodiversity informed and affirming play therapy theory and approach selection and implementation.

Outline

Foundations of Neurodiversity-Affirming Play Therapy

Neurodiversity-affirming values and strengths-based perspectives
Connection and co-regulation as therapeutic foundations
Relational safety through interest-based engagement
Therapist attunement, flexibility, and responsiveness

Play-Based Strategies for Connection and Regulation

Interest-driven play for relationship-building
Sensory-motor experiences supporting regulation and stability
Individualizing theory and approach to best fit the child’s neurodivergent spectrum of presentation

Clinical Implementation Across Profiles

Individualized approaches across developmental and support needs
Integration with caregivers and natural environments
Balancing structure and flexibility in sessions
Limitations of the research and potential risks

Target Audience

Counselors
Social Workers
Psychologists
Educators
Occupational Therapists
Speech Language Pathologists
Marriage and Family Therapists

Copyright : 11/19/2026

Sandtray & Sensory-Expressive Therapies for Minimally Speaking & Highly Distressed Youth

When children can’t find the words, their bodies still have a story to tell—this session shows you how to listen.

Many clients struggle to access verbal communication due to developmental differences, stress, or trauma. This training introduces sandtray play therapy as a powerful, developmentally appropriate pathway for nonverbal expression and emotional processing—helping you move beyond talk-based approaches when words aren’t available.

Sandtray as a nonverbal communication channel for children who cannot access language
Real-time identification of sensory and behavioral indicators of trauma, distress, or overwhelm
Nervous system–informed strategies to support regulation, engagement, and readiness
Emotion-safe, autonomy-respecting expressive interventions grounded in developmental needs
Functional gains in participation, connection, communication, and felt safety

Through case examples, demonstrations, and practical application, you’ll learn immediately usable strategies to support clients in expressing themselves, regulating their bodies, and re-engaging in meaningful relationships and daily life.

Program Information

Objectives

Identify sensory, and behavioral, indicators of distress as they emerge through the nervous system while participating in play and sandtray play therapy experiences.
Define the therapeutic functions of sandtray play therapy as a nonverbal communication and processing medium for minimally speaking youth.
Select sensory-expressive play therapy interventions that support emotional regulation, engagement, and relational safety.

Outline

Understanding communication through play Experiential Reflection (Journal)

Defining minimally speaking and highly distressed youth
Play as a developmentally responsive language
Behavioral, sensory, and symbolic communication in play therapy
Recognizing indicators of distress through play interactions and sandtray experiences
The play therapist's role in observing and responding to nonverbal communication

Nervous System Responses and Play Therapy Engagement Video Vignette (Play Session)

How nervous system activation influences play, communication, and participation
Recognizing signs of regulation, dysregulation, and shutdown during play therapy
The relationship between emotional safety and play expression
Creating conditions that support engagement and exploration through play

Sandtray Play Therapy as a Nonverbal Communication and Processing Medium Video Vignette (Play Session)

Therapeutic functions of sandtray play therapy
Symbolic expression through miniature selection and scene creation
Supporting emotional processing through sandtray experiences
Therapist use of self to promote felt sense of safety.
Therapist tracking of themes, affect, and engagement during sandtray play
Developmentally responsive sandtray interventions for minimally speaking youth

Sensory-Expressive Interventions Within Play Therapy Experiential Reflection (Journal)

The role of sensory experiences in play therapy
Utilizing expressive play interventions to support regulation and communication
Incorporating movement, sensory materials, storytelling, and creative expression into play therapy
Matching interventions to developmental and emotional needs
Supporting engagement while maintaining therapeutic safety

Integrating Sandtray and Sensory-Expressive Approaches into Play Therapy Practice

Facilitating engagement through play-based interventions
Supporting emotional regulation and relational safety within play therapy
Adapting sandtray and sensory-expressive interventions across clinical settings
Case application and intervention planning
Limitations of the research and potential risks

Target Audience

Counselors
Social Workers
Psychologists
Educators
Occupational Therapists
Speech Language Pathologists
Marriage and Family Therapists

From Compliance to Connection: Tools to Support Joint Engagement

Joint engagement is essential for communication, learning, and social development—but many clinicians have been trained to look for it through a compliance-based lens. Prompts like “look at me,” “show me you’re listening,” or “sit still” can unintentionally create barriers to authentic interaction, especially for autistic children.

When engagement is defined by outward behaviors instead of internal processing, clinicians may misinterpret a child as “not engaged,” leading to missed opportunities for connection and progress. This seminar will challenge those assumptions and provide a clear, neurodiversity-affirming framework for understanding what engagement truly looks like across different learners.

Imagine being able to recognize engagement in its many forms—and knowing exactly how to respond in the moment to support it. In this highly practical training, you’ll learn concrete, regulation-based strategies to reduce barriers, facilitate joint engagement, and increase meaningful participation in therapy and classroom settings.

Instead of relying on outdated compliance-driven approaches, you’ll walk away with immediately usable interventions that align with how autistic children actually process and engage.

The result: more effective sessions, stronger connections, and improved clinical outcomes rooted in authentic engagement rather than performance.

Program Information

Objectives

Differentiate listening as a dynamic learning and joint engagement process from traditional compliance-based expectations, and apply this framework to interpret participation in clinical, social or educational settings.
Analyze the role of regulation in supporting listening and engagement, and implement at least two regulation-based strategies to increase participation during therapy or classroom interactions.
Evaluate the evolution of the Whole Body Listening concept and integrate neurodiversity-affirming adaptations into clinical or educational practice.

Outline

Reframing Listening Through a Joint Engagement Lens

Listening vs. compliance: identifying misconceptions that limit engagement
Recognizing internal processing vs. observable “listening behaviors”
Clinical impact of misinterpreting engagement on communication outcome

From Whole Body Listening to Regulation-Based Practice

History and limitations of traditional Whole Body Listening models
Neurodiversity-informed shifts toward individualized engagement
Regulation as the foundation for attention, participation, and learning

Clinical Strategies to Support Engagement Through Regulation

Co-regulation techniques to reduce barriers and increase participation
Practical tools: sensory supports, movement, and environmental adjustments
Partnering with educators and caregivers to generalize strategies across settings
Limitations of the research and potential risks

Target Audience

Counselors
Social Workers
Psychologists
Educators
Occupational Therapists
Speech Language Pathologists
Marriage and Family Therapists

Collaboration 24/7 to Create Functional and Meaningful Accommodations

Effective accommodations work best when everyone families, educators, and clinicians collaborates across environments to support regulation, participation, and independence. This session emphasizes shared problem‑solving and aligned strategies, so supports are functional, flexible, and meaningful throughout daily life.

Neurodiversity‑affirming accommodations across home, school, and community settings
Executive function, motor skill, sensory, and interoceptive foundations for daily participation
Collaborative IEP processes that translate clinical insight into educational impact
Consistency plans aligning routines, supports, and expectations 24/7

Program Information

Objectives

Analyze the flow of a student’s 24-hour day, noticing similarities and differences and applying that information to facilitate access.
Utilize global information to plan for the student’s day, address IEP goals, accommodations and modifications.
Use a specific rubric to create a communication system between home and school that has meaning and application.

Outline

Giving New Meaning to Collaboration 24/7: The Other 18 Hours of the Day

The 24-hour clock framework and home–school inquiry tools
Strengths-based patterns across home, school, and community settings
Environmental contributors to regulation and dysregulation
Daily rhythms beyond annual paperwork and compliance-driven data
Individualized calming threads across the child’s full day

Global and Individualized Accommodations

Universal Tier 1 supports currently available
Classroom schedules, transitions, and participation parameters
Child-specific regulation needs and access considerations
Integration bridges across settings and instructional flow
Flexibility points within the broader educational system

Collaborative Implementation Across Systems

Purposeful communication among educators, families, and caregivers
Alignment across classroom teachers, specialists, and support staff
Shared understanding of realistic accommodations
Case vignette illustrations of access-focused planning
Sustainability considerations for ongoing collaboration
Limitations of the research and potential risks

Target Audience

Counselors
Social Workers
Psychologists
Educators
Occupational Therapists
Speech Language Pathologists
Marriage and Family Therapists

Neurodevelopment, Co‑Occurring Conditions & Medical Supports in Autism

Autism emerges within a complex neurodevelopmental context that often includes medical, cognitive, emotional, and physiological differences. This session offers a concise framework for understanding brain development in autism, common co occurring conditions, and the appropriate role of pharmacological and nutritional supports within comprehensive, practical, neurodiversity affirming care.

Neurodevelopmental foundations of autism, cognition, and self regulation across childhood
Common co occurring conditions, including anxiety, ADHD, sleep disturbances, GI concerns, and mood differences
Overview of pharmacological supports: indications, benefits, limitations, and monitoring within ethical autism care
Nutritional considerations, feeding-related challenges, and evidence informed dietary supports
Collaborative decision making strategies that respect autonomy and support whole child functioning

Program Information

Objectives

Utilize clinical strategies to identify co-occurring physical and emotional conditions to enhance the developmental outcome for individuals with autism.
Integrate wholistic strategies incorporating medical, behavioral, and psychological supports to enhance the quality of life for individuals with autism.
Analyze the role of pharmacological and nutritional supports within comprehensive, neurodiversity-affirming care to support participation and functional outcomes for individuals with autism.

Outline

Neurodevelopmental

Developmental foundations
Executive functioning
Emotional regulation

Co occurring conditions

Physical: Constipation, seizures, sleep disorders
Emotional: ADHD, anxiety, mood disorders
Trauma and grief
Limitations of the research and potential risks

Pharmacological support

When more is needed
The parent’s role
Indications, benefits, limitations, and monitoring

Nutritional considerations

Sensory sensitivities and feeding challenges.
Dietary support

Family support

Collaborative decision making strategies.
Including the child in inclusive treatments!

Target Audience

Counselors
Social Workers
Psychologists
Educators
Occupational Therapists
Speech Language Pathologists
Marriage and Family Therapists