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Monmouth Oregon 97361

New Rochelle, NY – Autism, ADHD, and Sensory Processing Impairments

When:
October 23, 2017 @ 8:00 am – 3:30 pm
2017-10-23T08:00:00+02:00
2017-10-23T15:30:00+02:00
Where:
Radisson New Rochelle
1 Radisson Plaza
New Rochelle, NY 10801
USA
Cost:
$209.99 (Regularly: $229.99)
Contact:
Summit Professional Education
(800) 433-9570 / (615) 376-8828

COURSE DESCRIPTION:

 

Autism, ADHD, and Sensory Processing Impairments:

 

Sensory Processing Impairments (SPIs) constitute thebulk of symptoms of autism, ADHD, learning disabilities, anxiety disorders and other conditions presenting major challenges for teachers and parents. This course provides refreshing and creative answers for therapists who resolve sensory-motor issues (OT, SLP, PT) as well as educators. This unique training event details fifteen powerful intervention pathways to reduce sensory processing impairments, and includes numerous specific strategies beyond the range of interventions customarily offered as training for these professions. It also gives methods to help OTs, SLPs, and PTs enhance acceptance and understanding of sensory- based interventions by school administrators, educators, andparents.

 

Dr. Taylor, a pioneer in the field of sensory processing,gives clear explanations and user-friendly wording to explain these pathways to caregivers and demonstrates some of the strategies within each. You will learn dramatic role-play demonstrations and many additional strategies for assisting these highly at-risk children, as well as the adults who care for and educate them. Especially designed for therapists in the fields of OT, SLP, and PT, this course will enhance your impact and effectiveness as you work with children who have sensory processing issues. Educators, mental health professionals and other involved adults will also gain a new level of understanding and effectiveness in resolving sensory processing impairments.


LEARNING OBJECTIVES


Autism, ADHD, and Sensory Processing Impairments:

 

  1. Integrate academic, psycho-social, sensory-motor, and physiological interventions to improve social skills and academic performance in children with sensory processing impairments.
  2. Describe the four major types of sensory processingimpairments and give examples of each.
  3. Describe teacher-friendly classroom techniques to reduce sensory processing impairments.
  4. Explain how to reduce sensory seeking, avoiding, under- responding, and motor problems.
  5. Describe interview methods to boost children's cooperation with therapists and educators as participants intheir own treatment.
  6. Apply interview methods to overcome denial andresistance from parents and caregivers.

 

OUTLINE

 

Autism, ADHD, and Sensory Processing Impairments:

 

Explaining Sensory Processing Impairment in a New, Better Way

 

  1. Sensory "adaptation" vs. sensory "processing impairment"
  2. Easier-to-understand definitions of sensory processing impairments and "sensory overload"
  3. Treatable causes of sensory seeking, avoiding, under-responding, and sensory-based motor impairments
  4. A convincing live demonstration of sensory processing impairments
  5. Crack the code of sensory processing impairments in autism, ADHD, and learning disabilities

 

INTERACTIVE GROUP ACTIVITY

 

Apply a Wealth of Sensory-Based Solutions for Any Setting

 

  1. Dozens of user-friendly, what-to-do-when techniques to share with teachers, parents, and colleagues
  2. Using multi-dimensional toolkits – Sensory-motor, physiological, social-emotional, and classroom strategies
  3. Powerful intervention pathways to reduce sensory processing impairments
  4. Empower teachers and parents to decrease sensory processing impairments at school and at home
  5. Provide high-potency interventions that decrease sensory processing impairments in the current moment and long-term
  6. Provide user-friendly interventions for sensory seekingand avoiding
  7. Many strategies for sensory-based motor problems and sensory under-response

       

Getting Children Onboard with Their Treatment Plans

 

  1. Lock in cooperation by offering an attractive treatment"contract"
  2. Use ultra high-impact methods to bolster self- confidence
  3. Improve focus and self-control in children with ADHD and anxiety issues
  4. Help the non-verbal child with autism avoid sensory overload
  5. Teach key social-emotional skills to upgrade self-management

 

Facilitating an Effective Treatment Team: The Whole is Greater Than the Sum of Its Parts

 

  1. Achieve ongoing helpful communication betweentherapists, educators, and parents
  2. How to convey to teachers and parents the importance of sensory-based solutions
  3. Separate "malfunction" from "misbehavior"
  4. Use the four best pathways to reduce sensory processing impairments
     

Getting Better Cooperation From Parents and Caregivers
 

  1. Overcome denial, resistance, and poverty-based issues
  2. Create an alliance and support the severely limited parent
  3. Train the parent in how and why to avoid over- helping
  4. Reduce sensory-based problems at home
  5. Improve record keeping and access to resources
     

The School Success Toolkit for Special Needs Students
 

  1. Teach key social skills for friendship, self-control, and anger management
  2. Make any classroom more "sensory safe"
  3. Provide teacher-friendly solutions for all sensoryprocessing impairments
  4. Stop sensory overload among students with autism, ADHD and other sensory-based impairments

 

PRESENTED BY JOHN TAYLOR Ph.D.: A clinical specialist and expert with extensive experience developing multidisciplinary treatment approaches used by OTs, SLPs, Teachers, PTs and Behavioral Health professionals with children and adolescents challenged by Autism Spectrum disorders, SPD, and ADHD.

 

Have a question about this workshop? Call (800) 433-9570 or send an email to customerservice@summit-education.com.

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