High-Functioning Autism: Proven & Practical Interventions for Challenging Behaviors in Children, Adolescents & Young Adults
Credit Available - See CEUs tab below.
- Categories:
- Children and Adolescent Behavioral
- Faculty:
- Heather Dukes-Murray, PhD
- Duration:
- 6 Hours 08 Minutes
- Format:
- Audio and Video
- Original Program Date:
- Jul 19, 2016
- SKU:
- POS062530
- Media Type:
- Online Learning
Description
- Improve underlying core social skill deficits
- Reduce “blow ups” and “melt downs”
- Promote positive changes in difficult behaviors in home and school settings
- Use iPad® apps for social success, behavioral changes and speech and language
- DSM-5® Updates
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 are:
- Social and communication
- Sensory
- Anxiety/Rigidity/Non-compliance
- ADHD/ADD
- OCD
- Psychotropic medications
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 the advantage of pro-social punishment as a new idea to target and help make changes to difficult behaviors. You will receive the tools necessary to gain effective collaboration between clinicians, educators and parents. Through case studies, video clips and class participation you will leave this seminar with the confidence to identify actions that cause impediments in change, utilize more successful consequences for behaviors, and teach new skills to children, adolescents, and young adults with HFA. Don’t just manage these individuals; provide interventions that lead to successful independence into their adult years!
OUTLINE
DSM-5® Changes & Autism
- DSM-IV® and DSM-5®criteria comparisons
- Social (pragmatic) communication disorder
- Impact on service delivery (school/community)
- Successfully link the home, school and therapist
- IEP/504/Do they qualify for school services?
- Co-morbid disorders: Why the difference is important
Social Skills Interventions
- Improve social skill deficits
- Group and community-based activities that work
- “Kid Cop” behaviors and why other kids get angry
- How to get peers to recognize them in positive ways
- Early intervention programs that deliver long-term success
Communication Interventions
- Ways to work out conflicts that are effective in multiple settings
- Help peers, siblings and parents relate
- Verbal interventions that overload processing
Sensory Interventions
- Self-stimulation (appropriate & inappropriate)
- Sensory strategies to avoid
- Coping/calming techniques that reduce melt downs
- Sensory Diet
Anxiety Interventions
- Anxiety reducing activities
- How anxiety impacts rigidity
- Help them “self-regulate”
- Successful transitions
ADHD Interventions
- ADHD vs. hyper-focus
- Commonly prescribed medications and possible benefits and side effects
- 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
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
Psychopharmacological Interventions
- Differentiate among common medications
- Medications that mimic difficult behaviors
- Side effects and off label use
- Impact of eating, sleeping and hormones on medication effectiveness
Case Studies, Demonstrations & Activities
- Case studies that demonstrate specific interventions for aggressive and non-complaint behaviors
- “Reminder video” technique: A way to facilitate behavioral rehearsal
- iPad® apps for social success, behavioral changes and speech and language
- Staff training techniques to experience what an individual on the spectrum might
OBJECTIVES
- Explain how the DSM-5® updates impact service delivery.
- Utilize several social skill interventions to improve long-term success for children/adolescents with HFA.
- Employ specific coping and calming techniques for children/adolescents with HFA.
- Identify medication side effects that can mimic behavioral issues and may even cause behavioral issues.
- Design effective strategies for successful transitions for children/adolescents with HFA.
- Select specific behavioral interventions that target the most difficult behaviors in children/adolescents with HFA.
ADA Needs
We would be happy to accommodate your ADA needs; please call our Customer Service Department for more information at 1-800-844-8260.
Satisfaction Guarantee
Your satisfaction is our goal and our guarantee. Concerns should be addressed to: PO Box 1000, Eau Claire, WI 54702-1000 or call 1-800-844-8260.
CEUs
This course is available for 6.0 total CPDs.
The HPCSA has declared that any on-line courses CPD/CEU credited by a certified US board, is automatically CPD/CEU credited in South Africa.
As there are different boards for different disciplines, we at Acacia suggest that you use the Counselling CPD/CEU credits. These correspond to South African credits of one CPD/CEU per 60 minutes. If you choose to use your discipline's credits, please do so at your discretion.
PESI, Inc. is an approved provider with the Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling. Provider Number 50-399. This self-study course qualifies for 6.25 continuing education credits.
Handouts
| File type | File name | Number of pages | |
|---|---|---|---|
| Webcast Manual (1.89 MB) | 67 Pages | Available after Purchase | |
| ASHA Participant Form - SELF STUDY ONLY - 07/16/16 (1.54 MB) | Available after Purchase | ||
| Instructions for ASHA Credit - SELF STUDY ONLY - 07/19/16 (0.03 MB) | Available after Purchase | ||
| Webcast Manual - French (1.89 MB) | 67 Pages | Available after Purchase | |
| Webcast Manual - Italian (1.89 MB) | 67 Pages | Available after Purchase |
Faculty
Heather Dukes-Murray, PhD Related seminars and products
Heather Dukes-Murray, PhD, is a Licensed Clinical Psychologist at Daily Behavioral Health. She specializes in assessing, diagnosing, and treating autism. Dr. Dukes-Murray conducts social skill groups for children and adolescents diagnosed with autism spectrum disorder, social pragmatic communication disorder, attention-deficit/hyperactivity disorder, and anxiety disorders. She also has significant experience treating children and adolescents with mood and anxiety disorders, behavior issues, and mental health difficulties associated with trauma exposure. Dr. Dukes-Murray provides effective treatment strategies and interventions utilizing evidence-based practices, clinical expertise, and client and parent input. In addition to her clinical skills, she excels at presenting complex information in a manner accessible to audiences with a variety of backgrounds and expertise levels. Dr. Dukes-Murray earned her Ph.D., in Counseling Psychology from the University of Georgia in 2011.
Speaker Disclosures:
Financial: Heather Dukes-Murray has an employment relationship with Daily Behavioral Health. She receives a speaking honorarium from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Heather Dukes-Murray has no relevant non-financial relationship to disclose.
Target Audience
Counselors, Teachers/Educators, Marriage & Family Therapists, Nurses, Occupational Therapists & Occupational Therapy Assistants, Psychologists, Social Workers, Speech-Language Pathologists, and other Mental Health ProfessionalsOutline
DSM-5® Changes & Autism
- DSM-IV® and DSM-5®criteria comparisons
- Social (pragmatic) communication disorder
- Impact on service delivery (school/community)
- Successfully link the home, school and therapist
- IEP/504/Do they qualify for school services?
- Co-morbid disorders: Why the difference is important
Social Skills Interventions
Communication Interventions
- Ways to work out conflicts that are effective in multiple settings
- Help peers, siblings and parents relate
- Verbal interventions that overload processing
Sensory Interventions
- Self-stimulation (appropriate & inappropriate)
- Sensory strategies to avoid
- Coping/calming techniques that reduce melt downs
- Sensory Diet
Anxiety Interventions
- Anxiety reducing activities
- How anxiety impacts rigidity
- Help them “self-regulate”
- Successful transitions
ADHD Interventions
- ADHD vs. hyper-focus
- Commonly prescribed medications and possible benefits and side effects
- 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
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
Psychopharmacological Interventions
- Differentiate among common medications
- Medications that mimic difficult behaviors
- Side effects and off label use
- Impact of eating, sleeping and hormones on medication effectiveness
Case Studies, Demonstrations & Activities
- Case studies that demonstrate specific interventions for aggressive and non-complaint behaviors
- “Reminder video” technique: A way to facilitate behavioral rehearsal
- iPad® apps for social success, behavioral changes and speech and language
- Staff training techniques to experience what an individual on the spectrum might
Objectives
- Implement interventions to teach children/adolescents diagnosed with High-Functioning Autism (HFA) the skills to independently manage their own regulation, anxiety and fears.
- Design effective strategies to approach transitions and routine life challenges for children/adolescents diagnosed with HFA.
- Utilize specific interventions to improve long-term social-emotional success for children/adolescents diagnosed with HFA.
- Suggest specific sensory-based calming techniques to reduce anxiety for children/adolescents diagnosed with HFA.
- Recognize the potential side effects of psychotropic medication that can mimic or cause behavioral issues related to HFA.
- Design specific behavioral interventions to reduce frequency, intensity and duration of difficult behaviors in children/adolescents with HFA.
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