Treatment Options

[Guest guest]

Autism Society of America

Greater Georgia Chapter

4th Annual Autism/Asperger Conference

March 7-8, 2008

www.asaga.com

" The Art of Social Skill Instruction "

By: n Joiner

We all know that positive social behaviors open the door to a world

of opportunity, and the lack of this ability limits life options. We

also know that social abilities will be the most difficult skills to

learn. Still we cling to the belief that simply providing a " social

opportunity " or " observing the behavior of others " will facilitate

the development of complex social behavior.

Social skills instruction demands the same teaching efforts that we

apply to academic coursework. The valid and time tested

instructional strategies that lead to success in the acquisition of

language, pre-academic, and academic skills, are also appropriate for

social skill instruction.

" Social skills development " covers a wide expanse of issues; pro

social behavior, reciprocity, and even rote social exchanges. In

this presentation we will separate out these three categories and

discuss strategies to address needs and facilitate growth in each

area.

" Smoothing the Path to Successful Social and Cognitive Learning "

By - Judith Bluestone

Building on the keynote address, the presenter will guide the

participants in analyzing the sensory-motor abilities required to

attend and respond appropriately to the demands of other approaches,

such as ABA, RDI, Floortime, etc. Enhancing weak and irregular

systems reduces stress and anxiety that become barriers to skill

development. After exploring the abilities needed to attend and

respond, participants will learn to discern when a child or adult is

truly ready to undertake specific challenges, succeed in tasks, and

internalize learning. A number of the principles in the presenter's

book The Fabric of Autism and in the keynote address will be

discussed in terms of their application prior to and during the use

of other interventions.

This presentation will help participants to understand why certain

approaches may be more beneficial if implemented after certain

neurodevelopmental functions have been strengthened. It will also

illustrate why some individuals may not show anticipated progress.

In doing this, it will guide professionals and families alike in

adapting various approaches to working with those children and adults

in their care in order to realize sustainable improvements in many

realms. Participants will leave with a fresh outlook on the

challenges of ASD and deep appreciation of the real work required to

those with ASD to function in today's world. They will also take

with them a few new tools to proceed on the incredible journey from

dysfunction to function.

" Prepare to Listen "

By: Keirnan, B.A., and Loff, M.Ed.

Learn the basics of Auditory Processing and how many children with

Autism and Asperger syndrome process what they hear. Get practical

strategies, activities and interventions to improve auditory skills.

Both parents and educators will find this information valuable.

" A New Approach to Understanding Autism Spectrum

Disorders "

By: Janice Guice, M.A., Cheyette, Ph.D., and Rebekah Stroud, M.S.

This presentation will examine autism as a deficit in dynamic

intelligence. There are several deficits which are specific to

autism and are present in individuals with autism regardless of their

level of functioning. These core deficits associated with autism

spectrum disorders include problems with experience sharing, dynamic

analysis, creativity/problem solving, self-awareness, and episodic

memory. Taken together, all of the core deficits contribute to

problems with dynamic intelligence.

Remediation of the core deficits has been shown to improve the

quality of life for people on the autism spectrum, setting the stage

for more positive relationships and more opportunities for

fulfillment in their lives. The theoretical underpinnings of the

Relationship Development Intervention ® (RDI®) program developed by

Dr. Gutstein will be described. RDI® is a remediation program

aimed to empower parents in guiding their children. As competent

guides, parents will help their child develop dynamic thinking skills

and improve problem solving to manage their dynamic world. As a

result of these learning opportunities, individuals with autism are

better able to handle the complexities of social relationships,

academic learning, and workplace issues.

" LAMP: Language Acquisition Through Motor Planning "

By: Halloran, M.S. and Ben Satterfield, Ed.D.

This session explores the role of motor planning in spontaneous

verbal communication in non-verbal or minimally verbal children with

autism through the use of augmentative communication. Language

Acquisition through Motor Planning (LAMP), is a strategy that employs

an AAC device as a tool to develop communication systematically with

children with ASD. The desired outcomes of this strategy are: (1)

that children will become more proficient communicators, utilizing a

variety of communication modes which may include AAC, speech

production, or a combination of the two; (2) that language

comprehension and expression will develop so that the children can

communicate beyond the one word level; and (3) that the children will

develop an increased understanding of the power of communication.

The critical component of LAMP is the use of the core vocabulary in

stable key locations on a communication device.

" Putting DIR/Floortime Into Action: A Relationship Based Approach to

Children with ASD "

By: Kathy Platzman, Ph.D. and Dave , LPC

Children with challenges in relating and communicating, including

those diagnosed with autism and other developmental disorders have

long been treated primarily with behavior management and skill

development approaches. Drs. Stanley Greenspan and Serena Wieder's

Developmental, Individual-difference, Relationship-based (DIR®)

approach to these challenges provides a comprehensive developmental

model and effective intervention techniques, and is supported by

evolving clinical research regarding the power of relationship-based

therapies in general, and DIR specifically.

There are two main presentation goals. The first is to outline the

model and draw comparisons between it and more behaviorally-oriented

approaches. The functional social-emotional (Developmental)

milestones will be reviewed including: self-regulation and interest;

intimacy attachment and engagement; two-way purposeful communication;

social problem-solving and communication; thinking; and reasoning.

Categories of individual differences will be described including

health, sensory motor processing, information processing, and

community resources. The importance of relationship to further

developmental progress will be emphasized. This approach helps

parents to become a central part of the intervention work with their

child, and provides professionals with meaningful ways to foster

communication, emotional, and cognitive development in children at

risk. This approach can be applied in educational settings, in

private practice, and in home-based therapy programs.

The second goal is to illustrate these principles and guide and

challenge the participant to begin applying these in practice.

Through lecture and video formats, Greenspan & Wieder's developmental

model will be presented. Examples of the intervention approaches in

classroom, office and home settings will increase understanding of

the model. With these tools, the participant with have a good basic

introduction to DIR®/Floortime so specific interventions can be

applied with child or client. Participants will learn about the

importance and the techniques involved with developing and supporting

Shared Attention, Engagement, Two-way Purposeful Communication, Two-

way Problem Solving, Emotional Ideas and Abstract Thinking. They

will also learn about DIR as a strategic, goal-oriented, affect-

filled way of interacting that encompasses assessment, goal creation,

and other tools to help a child initiate and respond at higher

developmental levels.