DIAGNOSIS & BEHAVIOUR MANAGEMENT TRAININGS

1. Autism Spectrum Disorders and other Developmental Disorders:

Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development, with no definitive cause and no known cure. ASDs are derived from a group of developmental disabilities that can cause significant social, communication and behavioral challenges.

These disorders are known as “spectrum disorders” that are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors.

Previously, they were recognized as distinct subtypes, including autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome.

Learning Objectives

  • Discuss types of developmental disorders
  • Learning Disabilities – Communication Disorders – Autism – ADHD – Motor Disorders
  • Comparison of 3 types of Pervasive Developmental Disorders
  • PDD-NOS – Aspergers – Autism
  • Discuss ASDs
  • Diagnostic criteria
  • Defining characteristics
  • Prevalence rates

2. Managing Behavior using Applied Behavioral Analysis(ABA):

Behavior analysis focuses on the principles that explain how learning takes place. Positive reinforcement is one such principle. When a behavior is followed by some sort of reward, the behavior is more likely to be repeated. Through decades of research, the field of behavior analysis has developed many techniques for increasing useful behaviors and reducing those that may cause harm or interfere with learning.

Applied behavior analysis (ABA) is the use of these techniques and principles to bring about meaningful and positive behavioral change. It is most commonly used with the treatment for Autism Spectrum Disorders (ASDs) but it can also be used to teach any functional skills, including school related skills.

Learning Objectives

    • Discuss the principles of ABA
    • Discuss the benefits of ABA
    • Analyze challenging behavior
    • Form (topography) vs. Function (reason behavior is occurring)
    • Identify behavior reduction procedures
    • Antecedent modifications
    • Consequence manipulations

3. Functional Behavior Assessment (FBAs) and Behavior Support Plans
(BSPs):

When a student’s behavior disrupts classroom instruction, teachers often address the problem by manipulating events that follow the misbehavior (e.g., verbal reprimands, isolation, detention, suspension). Experience has shown that this approach fails to teach the student acceptable
replacement behaviors (i.e., behaviors that are expected and appropriate for the circumstances.) The student may respond to the consequences for the moment, but in many instances, what has been absent is a method for determining “why” the student misbehaved in the first place. Today, there is good reason to believe that the success of classroom behavior interventions hinges on identifying the likely causes and purposes of problem behavior, as well as finding ways to teach and promote appropriate replacement behaviors that serve the same “functions” as the inappropriate behaviors.

Learning Objectives

      • Discuss forms (topographies) and reasons (functions) of behavior
      • Discuss behavioral interventions
      • Functional behavior Assessment
      • What is it?
      • Why is it important?
      • How is it completed?
      • What to do with the results?
      • Behavior Support Plan
      • What is it?
      • Why is it important?
      • How is it developed?
      • How is it applied?

 

4. Developmental Screening:

Children with special health care needs and those with spectrum should have developmentalMonitoring and screening just like those without special needs. Monitoring healthy developmentmeans paying attention not only to symptoms related to the child’s condition, but also to the child’s physical, mental, social, and emotional well-being.

Developmental screening is a short test to tell if a child is learning basic skills when he or she should, or if there are delays. Screening should be for all children. Screening is used to pick up early signs
of a disorder and intervene through appropriate referral and intervention. American Academy of pediatrics recommends screening at 9, 18 and 24 (or 30) months and other visits as appropriateThe Workshop covers all aspects of developmental delays and the screenings tools.

5. ADOS Assessment Professional Training:

The ADOS, developed by Dr. Catherine Lord and colleagues, is used globally as the gold standard instrument for the observation, assessment, and diagnosis of Autism Spectrum Disorders (ASD) across the lifespan. The ADOS-2 enhances the original measure with revised algorithms for greater
sensitivity and specificity, updated protocols with clearer guidelines for administration and coding ease, and a new Toddler module for assessments with children between 12 and 30 months who are not using simple phrases.

6. Reading and Understanding Psychological Reports:

When Psychologists perform standardized psychological assessments for children with developmental delays or as a requirement for school support the results are made available to other professionals, parents and teachers. It is important that professionals, parents and teachers
understand the meaning of scores and interpretation of these assessments. This training workshop provides a description of common terms used to describe test performance. You are also encouraged to understand the functional results of a Psychological Reports.

7. Child Protection and Ethical Practice:

Every one working with children should understand the ethical dilemmas that may occur when working with children, youth, and families. The Workshop Discusses informed consent, access to treatment information, and the rights of birth parents or foster parents to participate in a child›s
treatment. It includes recommendations for solving many of the problems mental health services providers face.it will also help social workers, psychologists, behavioral therapists to achieve a more ethical stance in professional practice with information on basic theories. It describes approaches to ethical decision-making and discusses common practice dilemmas, including confidentiality and informed consent, client rights, equality, private practice, and more