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Seminar Detail

2-Day: High-Functioning Autism: Proven & Practical Interventions for Challenging Behaviors in Children, Adolescents & Young Adults AND Mental Health Issues in the Classroom: Practical Strategies for Helping Children and Adolescents Succeed
Where:
HONOLULU, HI
When:
Thursday, April 23, 2020 - Friday, April 24, 2020






Course Description:

DAY 1: HIGH-FUNCTIONING AUTISM

This intensive, full-day seminar 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 include:
  • Social skills
  • Sensory
  • Depression
  • ADHD
  • Psychotropic medications
  • Communication
  • Anxiety/Rigidity
  • Meltdowns and tantrums
  • OCD
  • 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. Don’t just mange these individuals; provide interventions that lead to successful independence into their adult years!

DAY 2: MENTAL HEALTH ISSUES IN THE CLASSROOM

Join child/adolescent behavioral expert, R. Nicolle Carr, Ph.D., BCBA-D, and learn how to best manage the students at your school diagnosed with Oppositional Defiant Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Mood Disorders, Anxiety and depression. You will walk away with concrete, yet practical, strategies to successfully intervene with their serious behavioral issues, such as:
  • Anger and outbursts
  • Cutting and self-injury
  • Defiance
  • Impulsivity
  • Dysregulation
  • Obsessive compulsive
  • Truancy
  • Rigidity
Through case studies, video clips and dynamic class discussion you will learn:
  • 30 second teacher strategies to manage challenging and disruptive behaviors
  • New ways to reduce the costs of out-of-district placements
  • How to engage students in class, increase productivity and reduce truancy
  • Behavioral assessments and strategies for the IEP team
  • Side-effects of common psychotropic medications
  • How skill deficits from mental health conditions create behavioral difficulties
  • Characteristics of at-risk students’ mental health problems
  • Strategies to gain collaboration with clinicians
Leave the day with the “magic dust” you have been looking for to expedite rapid and effective changes in these children and adolescents!
Register for one or both days:

4/23/20
Day 1: High-Functioning Autism

4/24/20
Day 2: Mental Health Issues in the Classroom
Objectives:

DAY 1: HIGH-FUNCTIONING AUTISM
  1. Implement 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. Suggest specific sensory-based calming techniques to reduce anxiety for children/adolescents diagnosed with HFA.
  5. Recognize 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.


DAY 2: MENTAL HEALTH ISSUES IN THE CLASSROOM
  1. Articulate how behavioral-driven choices differ from mental health-driven behaviors and characterize how these differences inform your choice of intervention.
  2. Communicate the effective uses of medications and potential side effects that can appear as misbehaviors.
  3. Implement various school-based strategies, used in collaboration with community clinicians, to intervene when behavioral issues arise from mental health conditions.
  4. Determine effective positive behavior support strategies to successfully discipline the special needs child.
  5. Discriminate how IDEA relates to mental health issues and discipline.
  6. Apply communication techniques that create a climate for success inside and outside the classroom.


OUTLINE

DAY 1: HIGH-FUNCTIONING AUTISM

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 quality for school services?
  • Co-morbid disorders: Why the difference is important
Social Skills Interventions
  • Improve social skills deficits
  • ”Kid Cop” behaviors and why other kids get angry
  • How to get peers to recognize them in positive ways
  • Group activities that have a proven track record
  • Early intervention programs that deliver long-term success
Communication Interventions
  • Conflict resolutions that are effective in multiple settings
  • Help peers, siblings and parents 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
ADHD Interventions
  • ADHD vs. hyper-focus
  • How medications are often prescribed wrong
  • 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
Depression Interventions
  • Low mood vs. irritability in youth
  • Impact on flexibility and change
  • Therapy that works for people with HFA
  • Emergency in adolescence
  • Solitude vs. loneliness
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
  • ”Reminder video” technique: A way to facilitate behavior rehearsal
  • iPad® apps for social success, behavioral changes and speech and language
  • Staff training techniques to experience what an individual on the spectrum might


DAY 2: MENTAL HEALTH ISSUES IN THE CLASSROOM

Students with Mental Health Issues
  • Characteristics of at-risk students’ mental health problems
  • Mental health issues vs. intentionally disruptive behaviors
  • How skill deficits from mental health issues create behavioral difficulties
Strategies for ODD and Conduct Disorder Behaviors
  • Choices everyone can live with
  • What adults should never say, but usually do
  • Arguments with defiant kids
  • Getting to the core issues of ODD
  • Kids who don’t feel bad
  • School-wide management program
Strategies for ADHD
  • Decrease impulsive behaviors with what YOU do
  • Drawing out the behaviors you want
  • Decrease disruption to other students
  • Know the accompanying behaviors
  • Techniques to self-regulate
Strategies for ASD
  • It’s all about social skills growth
  • Sensory solutions
  • Self-regulation techniques for ASD
  • Most misinterpreted behaviors
  • Manage high interest areas
  • Move them past “kid cop” behaviors
Strategies for Anxiety
  • What to do about separation anxiety
  • Help their panic attack pass quickly
  • School phobia … not always a fear of school
  • Compromises that work
  • Deep breathing and relaxation techniques
Strategies for Depression
  • School-wide program to promote compassion and a supportive culture
  • Getting them past their sense of helplessness
  • When they think they have nothing to live for
  • Goal oriented plans for schoolwork and school day
Strategies for Other Challenging Behaviors
  • Cutting and self-injury: What you really need to know to effectively intervene
  • Electronic addiction: Which kids are most susceptible and why
  • Psychotropic medication side-effects vs. behavioral issues
  • Electronic bullying: What adults tell kids that fuels the problem
Disciplining the Special Needs Child/Adolescent
  • How IDEA relates to discipline
  • Rules for disciplining special education students
  • Techniques for positive behavior support
  • ”Pro-social” punishments
Strategies for the IEP Team
  • Functional behavioral assessment simplified
  • Facts and data to make tactical decisions
  • Effective collaboration among educators AND clinicians
  • What most administrators do that burn out their staff
  • What to do about non cooperative/reluctant parents
Target Audience

  • Speech-Language Pathologists
  • Special Education and General Education Teachers
  • Social Workers
  • Counselors
  • Psychologists
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Behavioral Intervention Specialists
  • Educational Paraprofessionals
  • Marriage & Family Therapists
  • Case Workers
  • Nurses
  • Youth Leaders
  • Probation Officers
  • Group Home Staff
  • Other helping professionals who work with children/adolescents/young adults

NICOLLE CARR, PH.D.

R. Nicolle Carr, Ph.D., has served as the assistant clinical director at a residential program outside of Boston and as a consultant for school districts regarding classroom management and individual student needs. She also consults on in-home behavior programs and teaches online courses on psychology, development, neuroscience/cognition, learning and motivation for a variety of colleges and universities across the United States. Dr. Carr earned her Ph.D. in behavioral neuroscience/psychology from the University of Texas, Austin in 2001 and is a Board-Certified Behavior Analyst. Dr. Carr serves as the secretary of the Society for Behavioral Neuroscience and Comparative Psychology of the American Psychological Association and the Ethics Special Interest Group for the Association for Behavioral Analysis International.



Speaker Disclosures:

Financial: R. Nicolle Carr has an employment relationship with the Norman School District. She receives a speaking honorarium from PESI, Inc.

Non-financial: R. Nicolle Carr is a member of the American Psychological Association; and the Southwestern Psychological Association.
Breakdown for Continuing Education Credits by Event
[+] [-] High-Functioning Autism: Proven and Practical Interventions for Challenging Behaviors in Children, Adolescents & Young Adults
[+] [-] Mental Health Issues in the Classroom: Practical Strategies for Helping Children and Adolescents Succeed
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