2-Day Certificate Training in Cognitive Behavioral Interventions for High-Functioning Autism: Improve Social Skills, Mood and Challenging Behaviors in Children, Adolescents & Young Adults – Cara Marker Daily

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Unlock your potential with the Unlock your potential with the 2-Day Certificate Training in Cognitive Behavioral Interventions for High-Functioning Autism: Improve Social Skills, Mood and Challenging Behaviors in Children, Adolescents & Young Adults - Cara Marker Daily2-Day Certificate Training in Cognitive Behavioral Interventions for High-Functioning Autism: Improve Social Skills, Mood and Challenging Behaviors in Children, Adolescents & Young Adults - Cara Marker Daily course for only course for only $$299.99299.99 Original price was: $299.99.Original price was: $299.99.$$124.00124.00Current price is: $124.00.Current price is: $124.00. at at Giolib.comGiolib.com! Explore our comprehensive library of over 60,000 downloadable digital courses across various ! Explore our comprehensive library of over 60,000 downloadable digital courses across various Children's HealthChildren's Health. Get expert-led, self-paced learning at up to 80% savings. Elevate your skills today!. Get expert-led, self-paced learning at up to 80% savings. Elevate your skills today!

Every individual with High-Functioning Autism (HFA) is extremely different, which can make providing treatment very difficult.Every individual with High-Functioning Autism (HFA) is extremely different, which can make providing treatment very difficult.

They have unique abilities in visual-spatial processing, rule-following, sensory perception, and detailed memory, but also deficits in executive functioning, integrative processing, and other complex cognitive skills. Thus, they are more prone to the co-occurring challenges of anxiety, depression, aggression, poor self-regulation, inattention, and social skill deficits.They have unique abilities in visual-spatial processing, rule-following, sensory perception, and detailed memory, but also deficits in executive functioning, integrative processing, and other complex cognitive skills. Thus, they are more prone to the co-occurring challenges of anxiety, depression, aggression, poor self-regulation, inattention, and social skill deficits.

Watch autism expert and author, Cara Daily, PhD, BCBA, for this 2-day certificate training and learn how to integrate essential cognitive-behavioral therapy (CBT) tools, evidence-based behavioral interventions and successful psychosocial techniques to effectively teach your clients with HFA (0-25 years) to regulate their emotions, develop impulse control, and improve their behaviors.Watch autism expert and author, Cara Daily, PhD, BCBA, for this 2-day certificate training and learn how to integrate essential cognitive-behavioral therapy (CBT) tools, evidence-based behavioral interventions and successful psychosocial techniques to effectively teach your clients with HFA (0-25 years) to regulate their emotions, develop impulse control, and improve their behaviors.

You will receive in-depth specialized training in using:You will receive in-depth specialized training in using:

• Assessment tools to guide treatment programmingAssessment tools to guide treatment programming
• Motivational interviewing, mindfulness, exposure and response prevention, social stories, social skills programs and social autopsiesMotivational interviewing, mindfulness, exposure and response prevention, social stories, social skills programs and social autopsies
• Comprehensive manualized treatment program for reducing anxietyComprehensive manualized treatment program for reducing anxiety
• CBT to address comorbid disorders, poor social skills, adaptive behavior deficits, special interests, poor attention and motivation, and any school or work-based problemsCBT to address comorbid disorders, poor social skills, adaptive behavior deficits, special interests, poor attention and motivation, and any school or work-based problems

Through engaging case studies, and hands-on demonstrations and activities, you will leave this training with the knowledge and skills required to confidently assess and treat your clients with autism!Through engaging case studies, and hands-on demonstrations and activities, you will leave this training with the knowledge and skills required to confidently assess and treat your clients with autism!

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1. Assess, screen and diagnose High-Functioning Autism (HFA) using DSM-5® and ICD-10 diagnostic criteria.Assess, screen and diagnose High-Functioning Autism (HFA) using DSM-5® and ICD-10 diagnostic criteria.
2. Differentiate between neurological abilities and impairments in clients diagnosed with HFA.Differentiate between neurological abilities and impairments in clients diagnosed with HFA.
3. Create a comprehensive treatment plan that targets symptoms of HFA based on results of a psychosocial assessment.Create a comprehensive treatment plan that targets symptoms of HFA based on results of a psychosocial assessment.
4. Compare and evaluate empirically-validated strategies for treating children diagnosed with HFA.Compare and evaluate empirically-validated strategies for treating children diagnosed with HFA.
5. Evaluate and develop your communication style to facilitate effective, reciprocal conversations with clients diagnosed with HFA.Evaluate and develop your communication style to facilitate effective, reciprocal conversations with clients diagnosed with HFA.
6. Utilize developmentally appropriate interventions to teach your clients with HFA how to engage in appropriate sexual behaviors.Utilize developmentally appropriate interventions to teach your clients with HFA how to engage in appropriate sexual behaviors.
7. Employ sensory-based relaxation techniques to reduce symptoms of anxiety in your clients with HFA.Employ sensory-based relaxation techniques to reduce symptoms of anxiety in your clients with HFA.
8. Implement visual strategies to assist clients with executive functioning deficits.Implement visual strategies to assist clients with executive functioning deficits.
9. Use case examples to identify the two major functions of a specific behavior.Use case examples to identify the two major functions of a specific behavior.
10. Evaluate the ethical dilemmas associated with utilizing specific punishment techniques, including time-out and seclusion.Evaluate the ethical dilemmas associated with utilizing specific punishment techniques, including time-out and seclusion.
11. Utilize techniques of mindfulness, CBT, and family therapy to treat depression in clients with HFA.Utilize techniques of mindfulness, CBT, and family therapy to treat depression in clients with HFA.
12. Assist clients in identifying thoughts and feelings in anxious situations and develop a plan for effective coping.Assist clients in identifying thoughts and feelings in anxious situations and develop a plan for effective coping.
13. Incorporate techniques of exposure and response prevention in treating OCD with clients who have been diagnosed with HFA.Incorporate techniques of exposure and response prevention in treating OCD with clients who have been diagnosed with HFA.
14. Recognize the potential side effects of psychotropic medication that can mimic or cause behavioral issues related to HFA.Recognize the potential side effects of psychotropic medication that can mimic or cause behavioral issues related to HFA.

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Diagnostic CriteriaDiagnostic Criteria

• ICD-10 versus DSM-5®ICD-10 versus DSM-5®
• Social (pragmatic) communication disorderSocial (pragmatic) communication disorder
• Comorbid disorders: Conceptual frameworkComorbid disorders: Conceptual framework

Screening and Assessment Tools to Guide Treatment PlanningScreening and Assessment Tools to Guide Treatment Planning

• Anxiety/depression and other comorbid disordersAnxiety/depression and other comorbid disorders
• Social skillsSocial skills
• Career planningCareer planning
• Sex educationSex education

Brain Function: How the Brain with Autism WorksBrain Function: How the Brain with Autism Works

• Latest research in ASD brain developmentLatest research in ASD brain development
• Enhanced versus impaired abilitiesEnhanced versus impaired abilities
• Information processing: typical brain versus brain with autismInformation processing: typical brain versus brain with autism
• Activities: Experience how an individual with ASD processes tasksActivities: Experience how an individual with ASD processes tasks

INTERVENTIONS, STRATEGIES, MODALITIES AND CASE STUDIES FOR:INTERVENTIONS, STRATEGIES, MODALITIES AND CASE STUDIES FOR:

Social-CommunicationSocial-Communication

• Visual systems to improve communicationVisual systems to improve communication
• Teach turn taking and pragmatic language in conversationsTeach turn taking and pragmatic language in conversations
• Programs to assist in generalizing social skillsPrograms to assist in generalizing social skills
• Video modeling and role play to teach social rulesVideo modeling and role play to teach social rules
• Social stories and social autopsiesSocial stories and social autopsies
• Case study: 6-year-old female, hand flapping, rocking, and high pitch squealing soundsCase study: 6-year-old female, hand flapping, rocking, and high pitch squealing sounds

ADHD and Executive Functioning DeficitsADHD and Executive Functioning Deficits

• Staying on-task and motivationStaying on-task and motivation
• Schedules, timelines, web diagrammingSchedules, timelines, web diagramming
• More preferred tasksMore preferred tasks
• Creating home baseCreating home base
• Cast study: 11-year-old male, difficulty planning/organizing, needs help with pragmatic language skillsCast study: 11-year-old male, difficulty planning/organizing, needs help with pragmatic language skills

Noncompliance and Oppositional BehaviorsNoncompliance and Oppositional Behaviors

• Applied behavioral analysis techniquesApplied behavioral analysis techniques
• Token economy systemsToken economy systems
• Functional Behavioral AssessmentsFunctional Behavioral Assessments
• Cast study: 10-year-old male, impulsive, engages in stealing behaviorsCast study: 10-year-old male, impulsive, engages in stealing behaviors

Sexuality and Challenging Sexual BehaviorsSexuality and Challenging Sexual Behaviors

• Body awareness, exploration of self, sexual arousal and pubertyBody awareness, exploration of self, sexual arousal and puberty
• Steps to dating and sexual relationshipsSteps to dating and sexual relationships
• Education on masturbation and pornographyEducation on masturbation and pornography
• Decrease stalking behaviorsDecrease stalking behaviors
• Case study: 14-year-old male, frequent masturbation and stalking behaviorsCase study: 14-year-old male, frequent masturbation and stalking behaviors

Coping Cat Training for Anxiety and Specific PhobiasCoping Cat Training for Anxiety and Specific Phobias

• Recognize and understand emotional and physical reactions to anxietyRecognize and understand emotional and physical reactions to anxiety
• Clarifying thoughts and feelings in anxious situationsClarifying thoughts and feelings in anxious situations
• Develop plans for effective copingDevelop plans for effective coping
• Evaluate performance and giving self-reinforcementEvaluate performance and giving self-reinforcement
• Case study: 9-year-old male, generalized anxiety disorder, and school phobiaCase study: 9-year-old male, generalized anxiety disorder, and school phobia

Exposure and Response Prevention for Obsessive-Compulsive DisorderExposure and Response Prevention for Obsessive-Compulsive Disorder

• Mapping OCDMapping OCD
• Creating the tool kitCreating the tool kit
• Family sessionsFamily sessions
• Relapse preventionRelapse prevention
• Case study: 22-year-old female, excessive hand washingCase study: 22-year-old female, excessive hand washing

Psychosocial Interventions for DepressionPsychosocial Interventions for Depression

• Cognitive-behavioral therapiesCognitive-behavioral therapies
• Mindfulness-based therapiesMindfulness-based therapies
• Social and vocational programsSocial and vocational programs
• Family therapyFamily therapy
• Case study: 15-year-old male, hates school and has a plan, intent, and timeline for suicideCase study: 15-year-old male, hates school and has a plan, intent, and timeline for suicide

PsychopharmacologicalPsychopharmacological

• Commonly prescribed medicationsCommonly prescribed medications
• Medication efficacyMedication efficacy
• Risks versus benefitsRisks versus benefits
• Case study: 17-year-old male, flat affect, on medication for ADHD and anxietyCase study: 17-year-old male, flat affect, on medication for ADHD and anxiety

Clinical ConsiderationsClinical Considerations

• Gender Dysphoria/LGBTQGender Dysphoria/LGBTQ
• MulticulturalMulticultural
• SuicideSuicide
• Limitations of research and potential risksLimitations of research and potential risks
• Case Study: 19-year-old female, identifies as nonbinary and wears binderCase Study: 19-year-old female, identifies as nonbinary and wears binder

Ethical Challenges in AutismEthical Challenges in Autism

• Welfare of the individualWelfare of the individual
• Informed consentInformed consent
• Use of restraintsUse of restraints
• Time-out versus seclusionTime-out versus seclusion
• Case study: 8-year-old male, screaming, standing on top of table with scissors in his handCase study: 8-year-old male, screaming, standing on top of table with scissors in his hand

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