Description

Handouts

Outline

DSM-5® changes are related to 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 “Kid Cop” behaviors and why other kids get angry How to get peers to recognize them in positive ways Group activities Early intervention programs that can 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

There are interventions for anxiety.

• Anxiety reducing activities
• How anxiety impacts rigidity
• Help them “self-regulate”
• Successful transitions

There are interventions for the attention deficit disorder.

• 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

There is an obsessive-compulsive disorder. It’s not like it’s like it’s like it’s like it’s like it’s like it’s like it’s like it’s like it’s like it’s like it’s like it’s like it’s like it Interventions.

• What to do when they become stuck on high interest areas
• Specific medication interventions
• Impact on socialization and behaviors

Specific Difficult Behavior Interventions

• 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

Demonstrations and activities related to case studies.

• 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

Faculty

Heather Dukes-Murray, PhD

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Heather Dukes- Murray is a doctor. Daily Behavioral Health has a licensed clinical psychologist on staff. She is a specialist in assessing, diagnosis, and treating autism. Dr. Dukes- Murray conducts social skill groups for children and adolescents with various disorders. She has experience treating children and adolescents with mood and anxiety disorders, behavior issues, and mental health difficulties associated with trauma exposure. Dr. Dukes- Murray uses evidence-based practices, clinical expertise, and client and parent input to provide effective treatment strategies and interventions. She presents complex information in a way that is easy to understand for a variety of levels of expertise. Dr. Dukes- Murray received her PhD from the University of Georgia in 2011.

Speaker disclosure

Heather Dukes- Murray has an employment relationship with Daily Behavioral Health. She is paid by PESI, Inc.

Heather Dukes- Murray has no relevant nonfinancial relationship.