Description

Handouts

Outline

• DSM-5® and ICD-10 Updates
  • Social-Pragmatic Communication Disorder
  • Impact on service delivery (school/community)
  • Successfully link home, school and therapy
  • 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
  • Conflict resolutions that are effective in multiple settings
  • Help peers and family members relate
  • Verbal interventions that overload processing
  • Pragmatic language and other abstract issues
• Sensory Interventions
  • Self-stimulation (appropriate & inappropriate)
  • Sensory strategies to avoid
  • Coping/calming techniques that reduce meltdowns
  • Sensory diet
• Anxiety Interventions
  • Anxiety-reducing activities
  • How anxiety impacts rigidity
  • Help them “self-regulate”
  • Successful transitions
• Depression Interventions
  • Impact on flexibility and change
  • Therapy that works for people with HFA
  • Emergence in adolescence
  • Solitude vs. loneliness
• 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
  • Cognitive-Behavior Therapy (CBT) for mood and anxiety
• Psychopharmacological Interventions
  • Differentiate among common medications
  • Medications that mimic difficult behaviors
  • Side effects and off label use
• Case Studies, Demonstrations & Activities
  • Case studies that demonstrate specific interventions for aggressive and non-compliant behaviors
  • iPad® apps for social success, behavioral changes and speech and language
  • Staff training techniques to experience what an individual on the spectrum might

Faculty

Jay Berk, PhD

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Jay Berk is a doctor. An internationally licensed clinical psychologist and an expert in the child/adolescent behavioral field, he brings both a clinical and education perspective to his work with children, adolescents and their families. Over the course of 25 years, Dr. Berk has treated clients with a wide range of impairments. He works daily with school and community professionals, families and parents and conducts 15 social skills/mental health groups for children and adolescents. Dr. Berk consults with several school districts. He provides therapy for children, adolescents, families, testing and evaluation, school consultation, and an alternative educational program in his private practice in Beachwood, Ohio.

The topics of disruptive behavior disorders, mental health issues in the classroom, and social skills competency are presented by Dr. Berk. He teaches professionals how to work with children and adolescents. He is a consultant to the Department of Education in Hawaii and has been invited to present at hundreds of schools and conferences. The manual that Dr. Berk wrote for the UN was used by teachers in Bosnia during the war. He has worked in London, England with defiant teenagers, as well as in Norway and the American Red Cross with trauma response.

Speaker disclosures.

Dr. Berk has a private practice. He is paid by PESI, Inc.

Dr. Berk is a member of the American Psychological Association.