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Seminar Detail

Outbursts, Oppositional Defiance and Frustration in the Classroom: Self-Regulation Techniques to Reduce the Frequency, Severity and Duration of Problematic Behavior
Where:
TOPEKA, KS
When:
Thursday, March 26, 2020 at 8:00 AM - 4:00 PM

This event is no longer available for purchase.

For more information: Call (800) 844-8260
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 may “hit first and ask questions later”. 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 child clinical psychologist Dr. Ehlert 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
  • Diet/food sensitivities and needs
  • Supplements/vitamins
  • Sensitivities/toxins
  • Movement and exercise to regulate the brain
Target Audience
  • Counselors
  • Social Workers
  • Psychologists
  • Psychotherapists
  • Therapists
  • School Guidance Counselors
  • Case Managers
  • Nurses
  • School Administrators
  • Educational Paraprofessionals
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Other Helping Professionals who work with Children

LAURA EHLERT, PSY.D.

Laura Ehlert, Psy.D., is a child clinical psychologist who has worked with children and adolescents with severe emotional/behavioral issues for over 30 years. She maintains a private practice in Burnsville, Minnesota where she specializes in working with clients who struggle with information, executive functioning and sensory processing deficits, and their associated emotional, behavioral and mental health issues. Dr. Ehlert has worked with thousands of youth in a variety of settings including hospitals, residential treatment centers, partial hospital programs, school day treatment and outpatient mental health settings. She holds a doctorate degree in clinical psychology where her training focuses on developmental issues of childhood, and child psychopathology issues.

Professionals who have worked with Dr. Ehlert in the past have often commented that the perspectives and interventions she offers succeeded where others have failed. All behavior has function and is goal driven. Therefore, our understanding from the child’s perspective and being able to collaborate with the child to better know what information they do or don’t have in any difficult situation, is vital. If you want to resolve the problem that is creating the difficult behavior, you must first understand what is behind that behavior.



Speaker Disclosures:

Financial: Laura Ehlert maintains a private practice. She receives a speaking honorarium from PESI, Inc.

Nonfinancial: Laura Ehlert has no relevant nonfinancial relationship to disclose.
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.

Missouri Counselors: This intermediate level 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.


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.


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.

Kansas Occupational Therapists & Occupational Therapy Assistants: This course has been approved by the Kansas Occupational Therapy Association for 6.25 contact hours, (Class 1).

Ohio Psychologists: CE credit is available. PESI, Inc. is approved by the Ohio Psychological Association, Provider #263896894, to sponsor continuing education for psychologists. PESI, Inc. maintains responsibility for this program and its content. PESI is offering this activity for 6.25 standard hours of continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.

Kansas Psychologists: This live activity consists of 380 minutes of continuing education instruction and is designed to meet the requirements of the Kansas Board of Psychology. PESI is a nationally accredited provider of continuing education. Please retain the activity advertisement and certificate of attendance for your CE records.

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).

** Please note that Speech-Language Pathologists must complete the post-test and evaluation within two weeks of attending the live event if they would like their participation submitted to the ASHA CE Registry. Detailed instructions will be provided the day of the program under the Handouts section of the online program.

Kansas Speech-Language Pathologists or Audiologists: Approved for 7.5 continuing education clock hours for Kansas licensed Speech-Language Pathologists by the Kansas Department for Aging and Disability Services.


Social Workers
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PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for this course. ACE provider approval period: January 27, 2020 - January 27, 2023. Social Workers completing this course receive 6.25 Clinical Practice continuing education credits. Course Level: Intermediate. Full attendance is required; no partial credits will be offered for partial attendance. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation.

Kansas Social Workers: PESI, Inc. is an approved provider with the Kansas Behavioral Sciences Regulatory Board. Provider #14-006. This course has been approved for 6.0 continuing education 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.

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