Practical Strategies for Meeting the Needs of Teens and Adolescents with ASD
The participant will be able to identify each of the stages with suggestions on how to prevent each from escalating to the next and more serious stage.
Overview:
When working or living with an adolescent with an Autism Spectrum Disorder, meltdowns may occur that may be a result of sensory overload, cognitive overload or due to inability to self-regulate emotions.
Communication skills impact social skills which then lead to behavior problems. Recognizing those signs which are the rumbling stages of an eruption may be the key to preventing more serious behaviors.
Knowing that "talk therapy" does not work with this population since they are such strong visual processors, Kathy will demonstrate preventive solutions using age appropriate visual strategies.
Based on Brenda Smith Myle's ecalation model, the participant will be able to identify each of the stages with suggestions on how to prevent each from escalating to the next and more serious stage:
- Rumbling
- Meltdown
- Recovery
In addition, the Critical components for Setting Up a Program for Students with ASD as recommended by the National Autism Research Council will be spotlighted with case studies showing successful interventions.
Why should you Attend: Do you work with teens with autism who exhibit behaviors that interfere with their ability to effectively and efficiently navigate their environment? They may appear willful, obnoxious, overreactive, anxious, unfeeling or withdraw.
They may lose control of their ability to cope or regulate their behavior which can send them spiraling into a meltdown. You may feel helpless, frustrated, and powerless after each meltdown.
Drawing on 45 years of experience and research based strategies, Kathy will lead the viewer with many practical strategies to help support communication and social needs, thereby preventing behavior problems.
Many videos demonstrating the examples will be presented to help support and demonstrate the strategy.
Areas Covered in the Session:
- Recognizing the Warning Signs
- Responding Appropriately to Each Stage
- Visual Strategies that are age Appropriate but still a Necessary Critical Component when setting up a Program for a Teen with an ASD whether in a General Education Setting or a Self-contained Setting
Who Will Benefit:
- Teachers (General Education and Special Education)
- Parents of Teens
- Social Workers
- Counselors
- Administrators
- Speech Therapists
- Occupational Therapists
Speaker Profile
She served as a diagnostician and supervisor in a district where she opened up the first two LIFE Skills programs in the state of Texas before becoming a consultant for autism, behavior and inclusion at a region service center in Texas. Starting her own business, igivuWings, in 1999 she provides seminars nationally and internationally. She served on the President's Commission on Special Education, was Teacher of the Year and recently, she and her husband were honored by the ARC of Texas with the Lifetime Achievement Award Serving Persons with Disabilities.
Kathy and her husband, Guy, "walk the walk and talk the talk" since the birth of their twin sons with developmental disabilities, including autism and cerebral palsy.