We warmly invite you to a two-day workshop, led by Jed Baker, Ph.D., titled “Managing frustration, anxiety and teaching social skills in children and teens with ASD, ADHD and other challenging behaviours“. The workshop will be held in City Hotel Maribor**** on the 16th and 17th of June 2017.
| Regular fee (till 12.6.2017) | |
| For professionals |
200,00 EUR |
| For parents and students (with valid student card) | 160,00 EUR |
Outcome objectives:
- To understand the reasons for social skill deficits and disruptive behaviors.
- To learn strategies to deal effectively with meltdowns and be able to put together an effective behavior plan to prevent frustrations and anxiety.
- To learn ways to motivate verbal and non-verbal students to want to socialize.
- To learn several strategies for teaching and generalizing skills.
- To learn how to create programs for typical peers to accept students with disabilities, reduce bullying and model positive behaviors.
Day 1
- Understanding of challenging behaviors precedes effective intervention
- Fear as the most common feeling behind oppositional/defiant behaviors in children with ASD, ADHD, Bipolar and multiple learning disabilities
- Children’s challenging behaviors create fear and anxiety in caregivers
- How caregivers can first manage their own anxiety before managing their children’s behaviors
- Developing the right attitude to manage challenging behaviors: Research on hope and attributional style of teachers and parents.
- Managing and preventing challenging behaviors:
- Developing a trusting relationship before implementing behavioral strategies
- Crisis management: De-escalating meltdowns though distraction/soothing
- Identifying the 7 common triggers to repeat problems
- Creating prevention plans for each of the 7 common triggers including fear of failure (academic work, mistakes, losing) fears and phobias, waiting and disappointments, teasing, and lack of desired social attention.
Day 2
- Why most social skills programs fail! Six key Components of Social Skills Training
- One size does not fit all: Prioritizing relevant skill goals
- Knowing what to do does not mean one will do it: Establishing motivation to use skills
- Skill acquisition: strategies to teach skills based on language ability
- Generalization strategies: prompting skills in real settings
- Having skills does not insure peer acceptance: Creating accepting peer environments
- Measuring progress.
- Specific skill lessons
- Cyber safety and anti-bullying related skills
- Empathy
- Conversational skills
- Play skills
- Conflict management
- Friendship seeking and maintenance
- Dating and sexuality issues
- Employment issues.