Seminar Detail

Early Intervention for Autism: A Developmental Approach to Assessment & Treatment
Early Intervention for Autism: A Developmental Approach to Assessment & Treatment

Where:   BUFFALO, NY

When:  Monday, February 11, 2019 at 8:00 AM - 4:00 PM

This event is not currently available for purchase.

For more information: Call (800) 844-8260
Course Description:

Early detection is critical to effective autism treatment … every moment counts.

But, at what age can you effectively identify autism and begin treatment? Do you know how to start treatment with very young children? Join autism expert, Griffin Doyle, PhD, and get the answers to these questions and more!

Looking through a developmental lens, you will learn new and improved strategies allowing you to effectively close the gap between what you know about autism and how to begin early treatment!

Through case examples, videos and lively class discussion you’ll be guided on how you can identify key markers of autism and begin treatment with children as young as 9 months old. You’ll get specific instruction so you can effectively intervene, prevent regression and promote developmental gains in young children – even prior to formal diagnosis.

Attend and learn the necessary skills you need to:
  • Ask “What is missing?” – Subtle differences in neurotypical and ASD-like children
  • Identify the easy-to-miss ‘red flags’ of ASD in infants, toddlers and young children
  • Develop an initial working profile of sensory-motor processing deficiencies
  • Customize treatment plans for each child’s unique challenges
  • Positively impact clinical outcomes with evidence-based therapeutic strategies to reduce and replace maladaptive behaviors
Don’t let a wait and see approach cost kids a better future. Intervene early when brain plasticity is much more pronounced and the impact of intervention is much more comprehensive!

Register today and get the early identification and intervention skills you need to make a life-changing impact on children with autism!
Objectives:

  1. Summarize the core functional emotional developmental capacities as they relate to assessment and treatment of autism in clients.
  2. Assess for “red flags” and subtle signs of “autistic-like” behaviors seen in young children who are at risk for autism.
  3. Use formal/developmental assessment protocols to determine if autism is present.
  4. Implement clinical techniques to reduce problematic behaviors inherent to young children with autism.
  5. Use affect-based strategies to improve client engagement and reciprocity in clinical treatment.
  6. Design an intervention treatment plan customized to meet the developmental needs of each individual child.
OUTLINE

The Developmental Perspective
  • Core functional emotional capacities: Case examples
  • Inherited neurobiology and human experience
  • Infant/Child seeking security, information, meaning
  • Role of the parent-child bond
  • All developmental domains are interdependent
  • What typical traits are missing in ASD-like behavior?
Assessment and Easy-To-Miss “Red Flags”
  • Earliest atypical infant behavior
  • DSM-5® criteria
  • Formal evaluations
  • Your play/activity with child
  • Informal and qualitative traits
  • Parent-Child (P-C) Interaction
  • Differentiating SID or Expressive-Receptive LD from ASD
  • Current research findings
Developmental Evaluation
  • Rate six core functional stages
  • Regulation and shared attention
  • Warm engagement
  • Intention and purposeful, reciprocal interaction
  • Continuous interaction and problem-solving
  • Symbolic play and language
  • Representational thinking
  • Level of communication and play/activity
  • Quality of P-C emotional bond
  • Joint Attention (JA) and Imitation
  • Atypical Sensory-Motor Systems
  • Patterns and triggers for ASD-like behavior
INTERVENTION STRATEGIES AND TECHNIQUES

Encourage Shared Play and Pleasure
  • Establish and hold mutual engagement
  • Track child’s interests at his/her functional level
  • Follow child’s back-and-forth pace
  • Find Fun!! Go for the “Gleam” and eye contact
  • Gently join self-absorbing action
  • Invite/model further exploration
  • Inject needed “affect”
  • Reciprocity/communication
  • Intentionality
  • Rigidity/transitions
Treat Difficult Behaviors
  • Dysregulation, security seeking
  • Meltdowns
  • Seeking/avoiding
  • Stimming/self-absorbed
  • Perseveration
  • Physical proximity/holding
  • Eating/sleeping problems
Major Treatment Approaches
  • Relationship-based, ABA, mixed programs
  • Application of Developmental (DIR) model
  • Dyadic treatment approach
Developmental Treatment Framework
  • Create a treatment plan in class: Class example
  • Follow developmental evaluation
  • Prepare suitable sensory-motor environment
  • Shoot for child succeeding at his developmental level
  • Follow and join child’s interests
Empower Parents and Families
  • Help them come to terms with the ASD diagnosis
  • Strategies for grief, stress, anxiety and depression
  • Strengthen/coach the parent-child relationship: Case example
  • Understand their child’s behavior and motives
  • Team work/referral process
  • Coordination with school placement
Target Audience

  • Speech-Language Pathologists
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Psychologists
  • Counselors
  • Social Workers
  • Educators
  • Early Interventionists
  • Nurses
  • Behavior Specialists
  • Marriage and Family Therapists
  • Other helping professionals who work with children birth-5 years

GRIFFIN DOYLE, PH.D.

Griffin Doyle, Ph.D., is a licensed clinical psychologist with over 43 years of experience practicing psychoanalytic and developmentally-based psychotherapy with children and adults in private practice. Dr. Doyle has over 30 years of experience assessing and treating infants, toddlers and pre-school children “at-risk-for” or diagnosed with Autism Spectrum Disorder (ASD). He primarily works in a parent-mediated, developmentally-oriented treatment model popularly known as DIR/Floortime©. This is a multi-dimensional framework that weaves together cognitive, social-emotional, relational, and innate constitutional factors as they interact uniquely in each child. Dr. Doyle has worked and collaborated with a variety of specialists and reviewed studies aiming to capture the earliest signs and effective treatments for the youngest portion of the ASD population. He consistently lectures, trains and consults on “red flags”, subtle diagnostic cases, and the variability of symptom formation during early development (0-5 years). Dr. Doyle has found being face-to-face with each unique child and his/her caregiver provides a critical, compelling means to witness the child’s interests, communication style and capacity to engage. He coordinates ASD intervention with a team of occupational therapists, speech therapists, educators and pediatricians for the best possible outcomes. He often serves not only as a team members, but also as a case manager coordinating care to construct, execute and refine treatment strategies.

Dr. Doyle has served as a core faculty member of various post-graduate training organizations. He is a co-founder, senior faculty, and training coordinator for the Profectum Foundation Training Programs. In this capacity, he teaches, mentors, and designs curriculum for a range of domestic and international professionals wishing to become proficient in practicing a comprehensive, relationship-based approach with pre-school up through college age ASD individuals. Further, Dr. Doyle has advised widely at various public, private, and special educational settings, treatment centers, and a long-term research project promoting and studying development of ASD children. He testifies as an expert witness throughout Washington, DC and West Virginia regarding legal matters regarding treatment, custody, and divorce visitation with HFA children.



Speaker Disclosures:

Financial: Griffin Doyle is in private practice. He receives a speaking honorarium from PESI, Inc.

Non-financial: Griffin Doyle is a member of the American Psychological Association; and Maryland Psychological Association.
Credits listed below are for full attendance at the live event only. After attendance has been verified, pre-registered attendees will receive an email from PESI Customer Service with the subject line, “Evaluation and Certificate” within one week. This email will contain a link to complete the seminar evaluation and allow attendees to print, email or download a certificate of completion if in full attendance. For those in partial attendance (arrived late or left early), a letter of attendance is available through that link and an adjusted certificate of completion reflecting partial credit will be issued within 30 days (if your board allows). Please see “live seminar schedule” for full attendance start and end times. NOTE: Boards do not allow credit for breaks or lunch.

If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, or questions on home study credit availability, please contact cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

PESI, Inc. offers continuing education programs and products under the brand names PESI, PESI Healthcare, PESI Rehab and Psychotherapy Networker.




COUNSELORS
This intermediate activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

NEW YORK COUNSELORS: PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Mental Health Practitioners as an approved provider of continuing education for Licensed Mental Health Counselors. #MHC-0033. This activity will qualify for 7.5 contact hours. Full attendance is required; no partial credits will be offered for partial attendance.


EDUCATORS/TEACHERS
This course is designed to qualify toward your professional development requirement. The program is 6.25 clock hours in length.

NEW YORK EDUCATORS: PESI, Inc. is an approved sponsor of CTLE with the New York State Education Department's (NYSED) Office of Teaching Initiatives. Provider #23567. This activity will qualify for 6.25 Approved Continuing Teacher and Leader Education (CTLE) Hour(s), in the area of Pedagogy. Hours are based on full attendance. Board required certificates will be sent after the program.


MARRIAGE & FAMILY THERAPISTS
This activity consists of 380 minutes of continuing education instruction. Credit requirements and approvals vary per state board regulations. You should save this course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

NEW YORK MARRIAGE & FAMILY THERAPISTS: PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Mental Health Practitioners as an approved provider of continuing education for Licensed Marriage and Family Therapists. #MFT-0024. This activity will qualify for 7.5 contact hours. Full attendance is required; no partial credits will be offered for partial attendance.


NURSES/NURSE PRACTITIONER/CLINICAL NURSE SPECIALISTS
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PESI, Inc. is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.

Nurses in full attendance will earn 6.3 contact hours. Partial contact hours will be awarded for partial attendance.


OCCUPATIONAL THERAPISTS & OCCUPATIONAL THERAPY ASSISTANTS
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PESI, Inc. is an AOTA Approved Provider of continuing education. Provider #: 3322. Full attendance at this course qualifies for 6.0 contact hours or .6 CEUs in the Category of Domain of OT and Occupational Therapy Process. Partial credit will be issued for partial attendance. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Course Level: Intermediate.


PSYCHOLOGISTS
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This activity consists of 6.0 clock hours of continuing education instruction. The following state psychologist boards recognize activities sponsored by PESI, Inc. as an approved ACCME provider: Alaska, Arkansas, California, Colorado, Georgia, Illinois, Indiana, Kentucky, Maine, Maryland, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, Oklahoma, Pennsylvania, South Carolina and Wisconsin. Certificates of attendance will be issued for you to submit to your state licensing board to recognize for continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.

PESI, Inc. is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education. PESI, Inc. designates this live activity for a maximum of 6.0 AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity.


SPEECH-LANGUAGE PATHOLOGISTS
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This course is offered for .6 ASHA CEUs (Intermediate level, Professional area).

SPEECH-LANGUAGE PATHOLOGISTS ONLY: To be reported to ASHA, while completing the online post-test/evaluation, please answer YES to the question: “Are you a Speech-Language Pathologists and/or Audiologist requesting to have your credit hours reported to the ASHA CE Registry to earn ASHA CEUs?" and include your ASHA number. After completing and passing the online post-test/evaluation, your information will automatically be sent to cepesi@pesi.com to be reported. If you forget to answer yes, please send an email to cepesi@pesi.com with the following information: full title of the activity, speaker name, date of live broadcast, date you completed the post-test, and your name and your license number.


SOCIAL WORKERS
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PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for this course. ACE provider approval period: January 27, 2017 - January 27, 2020. Social Workers completing this course receive 6.25 Clinical Practice continuing education credits. Course Level: Intermediate. Full attendance is required; no partial credits will be offered for partial attendance. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation.

NEW YORK SOCIAL WORKERS: PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0008. This activity will qualify for 7.5 contact hours. Full attendance is required; no partial credits will be offered for partial attendance.


OTHER PROFESSIONS
This activity qualifies for 380 minutes of instructional content as required by many national, state and local licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific requirements.

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