Seminar Detail

Outbursts, Oppositional Defiance and Frustration in the Classroom: Self-Regulation Techniques to Reduce the Frequency, Severity and Duration of Problematic Behavior
Outbursts, Oppositional Defiance and Frustration in the Classroom: Self-Regulation Techniques to Reduce the Frequency, Severity and Duration of Problematic Behavior

Where:   DEDHAM, MA

When:  Friday, January 31, 2020 at 8:00 AM - 4:00 PM

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Other ways to Register: Call (800) 844-8260 Monday-Friday, 6:30am-10:00pm CST |   Printable Form (fax or mail)
Details

$249.99
Single Registration
$219.99
Single Registration: Advance Price (ends 1/11/2020)
$219.99
2+ Group Rate: per person
*** All prices are shown in US Dollars ***
 
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Location

HILTON AT DEDHAM PLACE
25 ALLIED DR
DEDHAM, MA 02026
Phone:  (781) 329-7900
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Course Description:

This seminar will help you to better intervene with the challenging student – the one who won’t sit still; doesn’t follow directions; often throws tantrums; or has difficulty waiting for their turn. They react impulsively and have difficulty expressing what they need or what is frustrating them. This child is intelligent, caring and kind, but their challenging behavior is overwhelming, confusing and frustrating. They struggle to meet basic expectations and are unable to succeed in school, with peers and at home.

Join Anissa N. Moore, M.ED, BCBA, and learn to effectively intervene with the emotional and behavioral dysregulation of children with High-Functioning Autism, ADHD, learning disabilities and sensory processing disorders. Through hands-on activities, exercises and techniques, you will learn classroom interventions to:
  • Address the sensory, language and executive functioning processing deficits that trigger them
  • Improve problem-solving skills and self-regulation skills
  • Increase their self-control, social success, emotional control and task completion
  • Teach flexibility, tolerance, thinking it through and decision-making
  • Reduce the frequency and duration of their tantrums and emotional outbursts
Walk away with proven emotional, behavioral and processing strategies that lead to social and academic success!
Objectives:

  1. Communicate how sensory, language, and executive skills impairments create fight/flight/freeze and defensive responses that lead to children’s dysregulation and related behavioral issues in the classroom.
  2. Select the appropriate intervention strategies to improve student skills including self-control, social success, emotional regulation and task completion.
  3. Employ behavior modification techniques and problem-solving strategies to diffuse student’s escalated and oppositional behavior.
  4. Implement environmental strategies to accommodate children’s processing deficits and emotional regulation needs.
  5. Utilize problem-solving strategies to develop appropriate behavioral expectations and coping mechanisms for improved self-regulation skills in students.
  6. Apply cognitive restructuring strategies to reduce frequency, severity and duration of children’s behavioral and emotional outbursts.
OUTLINE

Perspective-Taking and Meaning to Improve Student Behavior: The intersection of sensory, cognitive, affect and motor systems
  • The “Set-up”: Student’s expectation + delayed development = failure
  • Develop appropriate expectations: Pitfalls and strengths of developmental models
  • Strategies for triggering triggers: Reinforcing desired behavior
  • De-escalation strategies and precursors to problem-solving
Sensory Deficits: Interdependence between sensory processing and perception
  • Strategies to reduce sensory triggers
  • Desensitize strategies to reset the “panic switch”
  • Manage the environment to reduce sensory overload
  • Experience your own dysregulation to sensory challenges
Language/Learning Deficits: Incorporate language processing into our understanding of behavior
  • Your emotional response to their language challenges
  • Recognize, validate and problem-solve common language deficit triggers
  • Social Pragmatics insight into poor social behavior
  • Suggestions for accommodations and modifications for the classroom
Executive Functioning Deficits: Effective supports to overcoming EF roadblocks
  • Problem-solving strategies to improve organization, working memory and meta-cognitive deficits
  • Fidget-friendly environments for restless, inattentive students
  • Environments that encourage social-emotional regulation
  • Experience how we might set kids up to fail without realizing it
Behavioral Strategies: Empower students to make positive choices and take responsibility for their behavior
  • Create realistic expectations through better understanding of the child’s process
  • Successful “resetting” through behavior modification and skills coaching
  • Environmental structures and nurturing words that regulate
  • Reduce tantrums and emotional dysregulation through cognitive restructuring
Problem-Solving Strategies: Teach and encourage flexibility, tolerance and decision-making skills
  • End power struggles and the blame game
  • Improve child’s acceptance and personal responsibility for behavior
  • Create realistic expectations
  • Self-talk scripts to help students regulate and problem-solve
Brain Training: Increase task completion, social success and emotional control
  • Music and rhythm
  • Cerebellum Stimulation Training
  • Brain Gym®
  • Yoga & mindfulness
  • Neurotherapy models
  • Limitations of research and potential risks
Neuro-Biological Considerations
  • Strategies to foster the critical connection between client and therapist
  • Diet/food sensitivities and needs
  • Supplements/vitamins
  • Sensitivities/toxins
  • Movement and exercise to regulate the brain
Target Audience

  • Counselors
  • Social Workers
  • Psychologists
  • Psychotherapists
  • Therapists
  • Marriage and Family Therapists
  • Speech-Language Pathologists
  • Teachers
  • School Guidance Counselors
  • Case Managers
  • Nurses
  • School Administrators
  • Educational Para Professionals
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Other Helping Professionals who Work with Children

ANISSA N. MOORE, MED, BCBA

Anissa N. Moore, MED, BCBA, is an independent educational consultant, Board Certified Behavior Analyst (BCBA), and Licensed Behavior Analyst (LBA) specializing in working with children and adolescents with ADHD, Autism Spectrum Disorder (ASD), emotional disturbance, and oppositional defiance disorder. A professional educator with over 25 years’ experience, Anissa collaborates with school districts and agencies to support students with various behavioral, social, and communication challenges. As a certified teacher and administrator, her previous experience includes special education early childhood teacher, autism specialist, district coordinator, and assistant director of special education. Additionally, Anissa taught as an adjunct professor at Sam Houston State University in the Language, Literacy, and Special Populations Department and continues to provide guest lectures at university classes throughout the San Antonio area.

Anissa currently consults as a public speaker, program consultant, and BCBA for school districts and legal firms across the nation. She also provides BCBA fieldwork supervision to school psychologists (LSSPs) working toward their board certification. Anissa balances research-based principles with humor and motivation in all of her public speaking topics, encouraging participants to celebrate the gifts of special needs while addressing and supporting student challenges. Anissa lives in the San Antonio, Texas area with her husband and their daughter.



Speaker Disclosures:

Financial: Anissa Moore is the owner of Anissa Moore Educational and Behavioral Consulting. She receives a speaking honorarium from PESI, Inc.

Non-financial: Anissa Moore is a member of the Texas Council of Administrators of Special Education (TCASE); and the Texas Association of Applied Behavior Analysis (TxABA).
Credits listed below are for full attendance at the live event only. After attendance has been verified, pre-registered attendees will receive an email from PESI Customer Service with the subject line, “Evaluation and Certificate” within one week. This email will contain a link to complete the seminar evaluation and allow attendees to print, email or download a certificate of completion if in full attendance. For those in partial attendance (arrived late or left early), a letter of attendance is available through that link and 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.

Massachusetts Counselors: CE credit is available. This program has been approved for 6.25 1 MaMHCA/MMCEP hours for re-licensure, in accordance with 262 CMR. Expires: 01/29/2021. Full attendance is required; no partial credits will be offered for partial attendance.


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

Massachusetts School Personnel: This course may be applicable for 6.25 Professional Development Points toward your Professional Development Plan per the Massachusetts Department of Education recertification guidelines; check with your licensing authority for more information.


Marriage & Family Therapists
This activity consists of 380 minutes of continuing education instruction. Credit requirements and approvals vary per state board regulations. You should save this course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

Massachusetts Marriage & Family Therapists: This course has been submitted for review for continuing education approval. Credit is pending.


Nurses, Nurse Practitioners, and Clinical Nurse Specialists
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PESI, Inc. is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.

Nurses in full attendance will earn 6.3 contact hours. Partial contact hours will be awarded for partial attendance.


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
This live 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 and the certificate of completion you receive from this live activity. Contact us for more information on your state board or organization specific filing requirements. American Psychological Association credits are not available.

Psychologists/School Psychologists: PESI, Inc. is approved by the National Association of School Psychologists to offer professional development for school psychologists. PESI maintains responsibility for the program. Provider #1140. 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).


Social Workers (NASW)
This program is Approved by the National Association of Social Workers (Approval #886759332-3428) for 6.0 Clinical Social Work continuing education contact hours.


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.

Credit Card Required for online registration | Contact us to redeem Gift Certificates