Cases of Autistic and Social Communication Disorders Are Increasing Dramatically
Cases of autistic and social communication disorders are increasing dramatically, to the extent that some researchers are describing the trend as an "epidemic." Mental health professionals and educators see more children and adolescents with these disorders than ever before in history. Neuroscientists have demonstrated that early irregularities in brain growth lead to developmental disorders. Accurate diagnosis is essential to treatment planning and requires an up-to-date knowledge of disorders and clear differential diagnostic skill. The need for early diagnosis and appropriate intervention is urgent.
Multiple interventions are currently available and a wide range of treatment plans can be developed. Participants will learn how to facilitate communication, improve social and pragmatic language, teach children with attention and working memory weakness, explore compensatory strategies for academic deficits, and evaluate other research-based programs.
DSM®, DSM-IV-TR®, and DSM-5® are registered trademarks of the American Psychiatric Association. The American Psychiatric Association is not affiliated with nor endorses this seminar.
Course Content
INCREASING RATES OF CHILDHOOD NEURODEVELOPMENTAL
DISORDERS
AUTISM SPECTRUM DISORDERS (ASD) DIAGNOSITIC CRITERIA
•Criterion A: Persistent deficits in social communication and
social interaction
Deficits in social-emotional reciprocity
Deficits in nonverbal communicative behaviors
used for social interaction
Deficits in developing, maintaining,
understanding relationships
•Criterion B: Restricted, repetitive patterns of behavior, interests,
or activities
Stereotyped or repetitive motor movements, use of
objects, or speech
Insistence on sameness
Highly restricted, fixated interests
Hyper- or hypo-reactivity to sensory input
• ASD specifications
• ASD diagnostic features
ASD OVERLAPPING SYMPTOMS
ASD & EVIDENCE-BASED PRACTICES
• Antecedent-based intervention
• Discrete trial training
• Functional communication training
• Parent-implemented intervention
• Response interruption and redirection
• Technology-aided instruction
• Early Start Denver Model
SOCIAL (PRAGMATIC) COMMUNICATION DISORDER
DIAGNOSTIC CRITERIA {S(P)CD}
• Diagnostic criteria
• Criterion A: Persistent difficulties in the social use
of verbal and nonverbal communication
• Criterion B: These deficits result in functional
limitations in effective communication
• Criterion C: The onset of the symptoms is in the
early developmental period
• Diagnostic features
Primary difficulties with pragmatics or the social
use of language and communication
Understanding and following rules of social
communication in natural contexts
Changing language according to the needs of
the listener or situation
PRAGMATIC LANGUAGE STRATEGIES
• Rote verbal monologues are common
• Teach communicative intent
• Conversational goal is the sharing of cogent and
logical content among speakers
• Intentions are expressed in blunt, direct manner
• Eye-to-eye gaze is avoided
• Lack of question-asking
DIFFERENTIAL DIAGNOSIS BETWEEN ASD & S(P)CD
The State of California, Board of Behavioral Sciences will recognize and accept continuing education programs that are sponsored by providers approved by the American Psychological Association and the ASWB. Full attendance at this course will qualify for 2.0 hours of continuing education credit.
This educational offering consists of 2.0 clock hour(s) 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 this offering and contact your state board or organization to determine specific filing requirements.
Vyne Education, LLC., is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0027. This educational offering is acceptable for 2.0 continuing education hour(s). Full attendance is required to receive credit for Mental Health Counselors; variable credit for partial attendance may not be awarded based on the State Board guidelines.
is an approved sponsor with the South Carolina Board of Examiners for LPC, AC and MFTs (Provider #104). This program is offered for 2 continuing education hour(s).
This educational offering may qualify toward your professional development requirement. The educational offering consists of 2 clock hour(s). Use this information and your board rules and regulations to calculate professional development/continuing education credit.
The State of California, Board of Behavioral Sciences will recognize and accept continuing education programs that are sponsored by providers approved by the American Psychological Association and the ASWB. Full attendance at this course will qualify for 2.0 hours of continuing education credit.
This educational offering consists of 2.0 clock hour(s) 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 this offering and contact your state board or organization to determine specific filing requirements.
Vyne Education, LLC., is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists #MFT-0020. This educational offering is acceptable for 2.0 continuing education hour(s). Full attendance is required to receive credit for Marriage and Family Therapists; variable credit for partial attendance may not be awarded based on the State Board guidelines.
is an approved sponsor with the South Carolina Board of Examiners for LPC, AC and MFTs (Provider #104). This program is offered for 2 continuing education hour(s).
This educational offering qualifies for 2 continuing education hour(s) 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 filing requirements.
This program has been approved by the Arkansas State Board Of Physical Therapy for 2.0 contact hour(s) for Physical Therapists.
is a Registered Physical Therapy Continuing Education Sponsor through the State of Illinois Department of Financial and Professional Regulation, Division of Professional Regulation. License #:216.000309. This course qualifies for 2.0 CE Credit Hour(s).
This meets the IN-PT approval under 844 IAC 6-8-5 Approved Organizations #9, please contact IN Board or Association if you have questions.
For Kentcuky licensees, according to 201 KAR 22:045, this class may be applied toward Category 2 continued competency requirements. Please review the regulation to determine eligibility.
This course has been submitted to the Texas Board of Physical Therapy Examiners for 2 continuing competence unit(s) for PTs and PTAs.
The State of California, Board of Behavioral Sciences will recognize and accept continuing education programs that are sponsored by providers approved by the American Psychological Association and the ASWB. Full attendance at this course will qualify for 2.0 hours of continuing education credit.
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ANITA REMIG, EdD, FPPR, is a practicing counseling psychologist specializing in psychotherapy and family therapy with individuals across the life span. She has been in practice for over 30 years with children, teens, families, adults, and senior adults. Dr. Remig's subspecialty areas include biofeedback and psychological testing with children and seniors. Interest in teaching led to university positions as an instructor in Human Development, Physiological Psychology, Health Psychology, and Educational Psychology. Dr. Remig has been an instructor for Vyne, LLC for 15 years teaching Childhood Developmental Disorders, Developmental Disorders Related to Abuse, and Bully Prevention Seminars. Her articles have appeared in numerous publications including Child Study Journal, Language and Speech and Journal of Child Psychology. Her papers have been presented to the American Educational Research Association, American Psychological Association and the Society for Research in Child Development. She is a Fellow of the Prescribing Psychologist Register (FPPR) from the International College of Psychopharmacology, and has completed the ICCP National Examination for Psychologists in Psychopharmacology.
Physical Therapists, Occupational Therapists, Nurses, Psychologists, Social Workers, Counselors, Marriage and Family Therapists, Educators
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