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Assessment and Intervention of Children & Adolescents with Autism
January 18 @ 5:00 pm - 11:30 pm
Masterclass on Assessment and Intervention of Children & Adolescents with Autism
With: Tony Attwood, PhD & Michelle Garnett, PhD
DATES: January 18 & January 19, 2022
TIME: Each day: 5:00 PM–11:30 PM EST (2:00 PM–8:30 PM Pacific) (Note: Entire training will be recorded and subsequently available to registrants).
PLACE: Online webinar
FEE: $275 USD each day. $495 USD for entire training
Special group rate discounts for groups of 3 or more as well as special student rate. Please contact us at email@example.com
Fee includes full technical support, handouts, and CE credits.
Registration is on a first-come-first-served basis.
Course Description summary:
Day 1 (01/18/2022): Diagnosis
This intensive one-day Master Class has been designed to increase participant’s knowledge and skills in the diagnostic assessment of children and adolescents with ASD Levels 1 and 2. Participants will learn how to conduct a diagnostic assessment for a child or adolescents to determine whether that child is on the autism spectrum, including measurement of comorbidity, differential diagnosis, use of psychometric assessment, and both written and oral reporting or results to parents, teachers and the child.
Module 1: Understanding DSM5 criteria and specifiers, and what they mean. Female presentation of ASD, use of camouflaging in ASD, and a new screener for girls.
Module 2: Our recommended psychometric tools for screening and diagnosis of autism. How to assess social communication skills and understanding in autism. Video of Tony assessing a two-year-old girl for autism.
Module 3: How to assess how well the child or teen understands their own and other’s emotions, the intensity of their interests, their language profile, sensory processing, self-care skills and motor abilities. Common differential diagnoses and co-morbid conditions are discussed, including what to look for, how to assess, how to differentiate and how co-morbid conditions affect each other.
Module 4: More common differential diagnoses and co-morbid conditions are discussed. Developing a therapeutic plan. Preparing the report. How and when to explain the diagnosis to the child and to others.
Day 2 (01/19/2022): Intervention
This intensive one-day Master Class has been designed to increase participant’s knowledge and skills in intervention with children and adolescents with ASD Levels 1 and 2. Participants will learn best practice models for intervention with children and adolescents on the autism spectrum, including use of CBT and mindfulness, individual and group therapy programs for depression, anxiety and friendship, and classroom accommodations that help.
Module 1 : Modifications to teaching and therapy for children and teens with ASD are described, based on understanding the learning profile of the autistic child or adolescent.
Module 2: Strategies to increase or accommodate difficulties with understanding and expressing emotion. Why and how to utilize mindfulness strategies. Using CBT techniques to treat and manage depression in adolescents with autism.
Module 3: Depression attacks and how to create a safety plan. Use of medication in ASD. Recognizing the ways anxiety present in a child or adolescent with autism, and strategies for assisting a child or adolescent with autism to cope with their high levels of anxiety.
Module 4: Managing angry episodes and challenging behavior in autism. More strategies to teach children and adolescents with autism to assist them to manage their anxiety, and recommended resources and techniques to help them to develop friendships and understand affection.. Professional challenges and how to cope.
Meet the Instructors:
Professor Tony Attwood PhD: With a career spanning five decades, Professor Tony Attwood is considered to be one of the world’s foremost experts on Autism Spectrum Disorder. He has an Honour’s degree in Psychology from the University of Hull, a Master’s degree in Clinical Psychology from the University of Surrey and a PhD from the University of London. He is currently adjunct Professor at Griffith University in Queensland. Tony has written many publications on Asperger’s Syndrome. His original book, titled Asperger’s Syndrome: A Guide for Parents and Professionals was published in 1998 and has been translated into over 25 languages.
Tony operates a diagnostic and psychological support clinic two days a week for children and adults. He also spends considerable time travelling nationally and internationally to present workshops and seminars.
Dr. Michelle Garnett PhD. is a clinical psychologist who has specialized in autism for nearly three decades. Her peer reviewed research has informed understanding of early detection, the female profile and the importance of good mental health for autistic individuals. She has co-authored six highly regarded books on autism, five with Prof Tony Attwood. Her 2018 book with Barb Cook is a seminal work on the female presentation, Spectrum Women: Walking to the Beat of Autism. Her most recent books Having Fun with Feelings on the Autism Spectrum and Ten Steps to Reducing Your Child Anxiety on the Autism Spectrum provide guidance to parent of young children on the autism spectrum. She regularly provides training to four Australian Universities.
January 16, 2022 or until all training spaces are filled, whichever comes first.
Notification of Acceptance
Applicants will be notified, via email, of acceptance when registration is complete and payment is received.
Tuition/registration payments are refundable (minus $25) until December 18th, 2021. Cancellations after this date are non-refundable. In this situation, we will attempt to find someone to take your slot (based on our waiting list).
Level of clinician
Conference is via webinar. Disability Access – If you require ADA accommodations, please contact our office 30 days or more before the event. We cannot ensure accommodations without adequate prior notification
The Grievance Policy for trainings provided by NEFESH INTERNATIONAL is available here.
Please Note: Licensing Boards change regulations often, and while we attempt to stay abreast of their most recent changes, if you have questions or concerns about this course meeting your specific board’s approval, we recommend you contact your board directly to obtain a ruling.
Continuing Education Credit (11) is granted through Nefesh International for the following professions: Psychologists, Social workers, Mental Health Counselors, and LMFTs. It is the participant’s responsibility to check with their individual state boards to verify CE requirements for their state.
NEFESH International, Inc. is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0116.
NEFESH International 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-0046
NEFESH International is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for Mental Health Counselor #MHC-0082
NEFESH International is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0048.
This program is co-sponsored by NEFESH International and Neuhoff Psychological Consulting . NEFESH International is approved by the American Psychological Association to sponsor continuing education for psychologists. NEFESH International, maintains responsibility for the program and its content.
Participants must have paid the tuition fee, logged in and out each day, attended the entire webinar, and completed an evaluation to receive a certificate (for pre-recorded program, a post-test with a passing grade of 80% is required.) Failure to log in or out will result in forfeiture of credit for the entire course. No exceptions will be made. Partial credit is not available. Certificates are available electronically after satisfactory course completion. A link will be provided for those who have completed the training.
By the completion of this training participants will:
- Explain the steps in how to perform a diagnostic assessment for a child or adolescent using best practice guidelines
- Access and use certain recommended screening and diagnostic psychometric tools for autism
- List and describe common comorbid and differential diagnoses associated with autism, and list the key differentiating features of autism
- Role play sharing the diagnostic assessment results with parents
- Describe how to disclose and explain the diagnosis to a child or adolescent
DAY 2 :
- Describe the most important modifications to intervention and teaching methods for a child or adolescent with autism
- Write a safety plan for a depression attack for an autistic child or adolescent
- Summarize six (6) best anxiety reduction strategies for autistic children and adolescents based on research
- Describe what to do as a professional when an autistic child or adolescent is having a ‘meltdown’ (challenging, unsafe behavior caused by high levels of autonomic arousal)
Attwood, T., Evans C. & Lesko, A. (2014). Been There. Done That. Try This! An Aspie’s Guide to Life on Earth, Jessica Kingsley Publishers.
Attwood T. & Garnett M., (2016). Exploring Depression, and Beating the Blues: A CBT Self-Help Guide to Understanding and Coping with Depression in Asperger’s Syndrome [ASD-Level 1] Jessica Kingsley Publishers.
Brown, C.M., Attwood, T., Garnett, M. S. & Stokes M.A. (2020). Am I Autistic? Utility of the Girls Questionnaire for Autism Spectrum Condition as an Autism Assessment in Adult Women, Autism in Adulthood. DOI: 10.1089/aut.2019.0054.
Cook B. & Garnett M. (Eds.). (2019). Spectrum Women: Walking to the Beat of Autism. Jessica Kingsley Publishers.
Cook, J. M., Donovan, C. L., & Garnett, M. S. (2017). Parent-mediated cognitive behavioural therapy for young children with high-functioning autism spectrum disorder and anxiety: a randomized control trial. Early Child Development and Care, 1-16. doi:10.1080/03004430.2017.1303684
Cook, J. M., Donovan, C. L., & Garnett, M. S. (2017). A parent-mediated, cognitive behavioural therapy group treatment for young children with high functioning autism spectrum disorder and comorbid anxiety: Development and case illustration of the Fun with Feelings program. Journal of Cognitive Psychotherapy, 31, 204-224. doi:0.1891/0889-83220.127.116.11
Garnett, M.S. & Attwood, T. (2021). Autism Working: A Seven-Stage Plan to Thriving at Work. Jessica Kingsley Publishers.
Garnett, M. S., Attwood T., Ford, L., Runham S. and Cook J. (2020a). Having Fun with Feelings on the Autism Spectrum: A CBT Activity Book for Kids Age 4-8. Jessica Kingsley Publishers.
Garnett, M. S., Attwood T., Ford, L., Runham S. and Cook J. (2020b). Ten Steps to Reducing Your Child’s Anxiety on the Autism Spectrum: The CBT-based “Fun with Feelings” Parent Manual. Jessica Kingsley Publishers.
Ormond, S., Brownlow, C., Garnett, M.S., Rynkiewicz, A., & Attwood, T. (2017). Profiling Autism Symptomatology: An Exploration of the Q-ASC Parental Report Scale in Capturing Sex Differences in Autism. Journal of Autism and Developmental Disorders, DOI 10.1007-s10803-017-3324-9.
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