Seattle Course #16- What To Do After The Meltdown: Practical Strategies

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Thursday – March 8, 2018   8:00am-4:00pm

COURSE #16- What To Do After The Meltdown: Practical Strategies for Prevention, Intervention and Instructional Consequences

by Kathy Morris, MEd, CAS- Houston, Texas

About the Speaker

Target Audience (who should attend): Special Education Teachers, General Education Teachers, Resource Room Teachers, Speech- Language Pathologists, School Psychologists, Behavior Specialists, Autism Specialists, Physical Therapists, Occupational Therapists, Principals/Administrators, Case Managers, Social Workers, Instructional Assistants and Paraprofessionals

Target Age Range: Pre-kindergarten through 21 years

Course Description: When working with a child or adolescent with an Autism Spectrum Disorder, ADHD, or another developmental disorder, meltdowns may occur that may be a result of sensory overload or due to inability to self- regulate emotions. This course will provide many practical hands-on strategies to: increase positive and acceptable behavior while decreasing undesirable behaviors; prevent meltdowns, tantrums, rages; provide suggestions for instructional consequences and self-management techniques to help prevent another meltdown; provide a system of visual supports throughout the day; demonstrate how to use high focus and interest areas as incentives; and, provide videos and demonstrations using evidence-based techniques. This information and fun-packed course is designed for educators, therapists, counselors and all those who are interested in providing supports to children and adolescents with ASD, ADHD, or other developmental disabilities.

What You will Learn

Course Objectives – participants will be able to:

•  Explain why an agenda/schedule is important for persons on the spectrum

•  Explain how to use a Surprise Card or Change of Schedule Card in a clinical or classroom setting

•  Differentiate between a meltdown and a tantrum

•  Differentiate chronic over-arousal to behaviors observed in students with an ASD or another developmental disorder

•  Demonstrate the ability to role-play a Social Script Adequately describe how to apply a Video Model

•  Accurately identify examples of over-stimulation when presented with videotaped examples of student behaviors

•  Discuss how to implement Power Cards and Social Stories in classroom or therapy settings