Description
A Person-Centered Approach to High Functioning Autism Spectrum Disorder
The higher functioning (previously known as Asperger’s Disorder) population of Autism Spectrum Disorders has recently received a great deal of attention.
Timothy Kowalski – High Functioning Autism Spectrum Disorder
DSM-5® no longer diagnoses individuals as Asperger’s Disorder or PDD-NOS; they are included in the broader Autism Spectrum Disorder (ASD) label. This presents significant changes to the way professionals diagnose and treat this population.
Mr. Kowalski will teach you how to apply a person-centered approach to treating individuals on the higher end of the Autism Spectrum Disorder. You will encounter the typical deficits seen in the domain of social-interaction and obtain intervention techniques to address tact, proxemics, social rules, egocentricity, naiveté, and jocularity. Obsessive interests, poor play skills, dislike of physical contact, and gullibility that are often associated with Autism Spectrum Disorder will be addressed. Expand your ability to treat social-communication deficits such as abuse of conversational rules, prosody, perseverative questioning, abstract reasoning, pedantic speech, and nonverbal communication skills. Enhance clients’ emotional regulation with specific techniques designed to improve stress, anxiety, self-esteem, change, ritualism, and sensory overload, and how to recognize emotional states in themselves and others.
In addition, this recording offers extensive strategies to enhance the academic needs of the ASD client by focusing on seven core academic issues: initiating work assignments, increasing motivation, decreasing distraction, compensating for gross and fine motor deficits, adapting the curriculum, academic modifications, and increasing cognitive processing. End the recording feeling empowered and ready to employ these techniques, resulting in improved outcomes and functional daily living.
Handouts
Manual – High Functioning Autism Spectrum Disorder (8.66 MB) 137 Pages Available after Purchase
Outline
DIAGNOSTIC CRITERIA
Comparison of three major classification systems
DSM-5® compared to DSM IV-TR®
ICD-10
Gillberg’s Criteria
EPIDEMIOLOGY
DIAGNOSIS
RATING SCALES
Tools for higher functioning individuals
Tools for pragmatic language assessment
MISDIAGNOSIS IS COMMON
Comparison of common clinical misdiagnoses
THEORIES AS TO WHY THEY ACT THE WAY THEY DO
Executive function
Central coherence
Emotional intelligence
Anxiety
SOCIAL INTERACTIVE DOMAIN
Identify behavioral issues related to social interaction
Intervention strategies designed to address areas of social interaction
SOCIAL COMMUNICATIVE DOMAIN
Identify issues related to social communication
Intervention strategies designed to address areas of social communication
SOCIAL-EMOTIONAL DOMAIN
Identify behavioral issues related to social emotional regulation
Intervention strategies designed to address areas of social emotional regulation
ACADEMIC ISSUES
Identify organizational difficulties
Identify issues impacting academic success
Intervention strategies
To assist in initiating work assignments
To increase motivation
To increase attention
For curriculum adaptation
For academic modification
For improving reading comprehension
To improve cognitive processing
GROSS MOTOR ISSUES
Identify issues and interventions for improving gross motor skills
FINE MOTOR ISSUES
Identifying four fine motor issues
Intervention strategies for improving fine motor skills
PROGNOSIS
HANDS-ON LEARNING: PRACTICAL, SKILLS-BASED ACTIVITIES
Case study diagnosis
Developing treatment goals
