Masterclass de 2 jours sur le spectre de l'autisme

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Intervenants

Rebecca Sachs, PhD, ABPP Related seminars and products

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Rebecca Sachs, PhD, ABPP, est une psychologue clinicienne spécialisée dans l'évaluation et le traitement des personnes autistes qui souffrent de troubles concomitants difficiles, tels que les troubles obsessionnels compulsifs (TOC) et l'anxiété grave. Elle travaille avec des personnes tout au long de leur vie et croit qu'il faut donner aux individus et à leurs familles les moyens d'acquérir des connaissances et des compétences. Certifiée en psychologie comportementale et cognitive, le Dr Sachs a récemment reçu une subvention fédérale du Bureau de la santé mentale de l'État de New York, qui vise à aider les prestataires de services communautaires à mieux servir les enfants et les jeunes chez qui on a diagnostiqué à la fois une maladie mentale, comme un trouble obsessionnel-compulsif, et une déficience de développement. Elle exerce en cabinet privé à New York et est codirectrice de Successful School Transitions, un programme complet de lutte contre le refus de l'école. Le Dr Sachs a obtenu sa licence et son doctorat à l'université de New York et à l'université Hofstra, respectivement, et a effectué un stage postdoctoral à l'université de Miami. En plus de ces fonctions, le Dr Sachs est la mère d'un enfant de 6 ans énergique et déterminé et la belle-mère de l'enfant de 15 ans le plus cool du coin.

 

Déclarations du conférencier :
Financières : Rebecca Sachs est cofondatrice de Successful School Transitions et exerce en cabinet privé. Elle a des relations professionnelles avec l'International OCD Foundation et le LIU Post. Le Dr Sachs reçoit des honoraires de conférencière et des redevances d'enregistrement de la part de PESI, Inc. Elle n'a aucune relation financière pertinente avec des organisations non éligibles.
Non financier : Rebecca Sachs est membre de l'Anxiety and Depression Association of America, de l'Asperger Syndrome and High Functioning Autism Associations, de l'Association for Behavioral and Cognitive Therapies et de la New York State Psychological Association.

Informations complémentaires

Informations sur le programme

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Objectifs

1. Determine information processing differences in autistic clients.
2. Assess, screen, and diagnose autism across the life span.
3. Identify the importance of listening to and validating lived experiences of autistics clients.
4. Create comprehensive treatment plans that target autism related challenges.
5. Use appropriate communication and therapeutic style to facilitate reciprocal collaboration with autistic clients.
6. Create collaborative goals with autistic clients and their families for co-occurring mental health conditions.
7. Identify modifications to CBT for autism with co-occurring anxiety and OCD.
8. Use CBT techniques, including behavioral activation and DBT, to treat depression in clients with autism.
9. Choose developmentally appropriate interventions to teach autistic clients about safe sexual behaviors.
10. Develop individualized strategies to assist clients with challenges in executive functioning improve their daily living skills.
11. Evaluate the ethical dilemmas associated with utilizing restraint and seclusion punishment techniques.
12. Identify the potential side effects of psychotropic medication that can mimic or cause behavioral issues related to autism and co-occurring conditions.

Aperçu

Rethinking Autism

• DSM-5™ and Medical Model
• Autism vs autism spectrum disorder
• Information processing differences
• Language matters
• Why listening to autistic voices is important

Assessments: From Observational to Standardized Tools

• Diagnostic tools and evaluations across the lifespan
• Screeners for anxiety, depression, OCD
• Modified checklists for infants and toddlers
• Neurodiversity affirming and strengths-based assessment
• “Pink flags” and gender considerations
• Accurately interpret reports to guide interventions
• Functional assessments to guide interventions

Effectively Intervene Early

• How to support lagging skills and unmet needs
• Developmental interventions to express feelings
• Ethical principles to educate and support families in treatment choices
• Case study: 4-yr-old, difficulty with expressing thoughts and feelings when frustrated

It’s Never Too Late: Intervening at Later Stages of Life

• How to support lagging skills and unmet needs
• Self-developed compensatory strategies
• Diagnostic trauma: Impact of chronic invalidation and being misunderstood
• Social camouflage and “unmasking autism”
• Educational interventions for family members
• Case study: Mid-thirties, recent diagnosis, social and employment difficulties

Thinking Differences to Help Autistic Individuals Thrive

• Increase predictability and understanding
• Incorporate intense interests and passions
• Meet the preference for sameness and structure
• Case study: 16-yr-old, self-injections for medical condition, fear of needles

Executive Functioning Differences in Autistic individuals and “AuDHD”

• Planning, prioritizing, and initiation skills
• Attention, organizational, and self-management skills
• Form helpful habits, routines, and repetition
• Value-driven goals and pacing to individual needs
• Self-advocacy, accommodations, expectations, and supports
• Case study: College student, needs help with balancing academic and social demands

Communication and Social Interaction Needs

• Functional systems to improve communication
• Pragmatic language and the “hidden curriculum”
• Assertive communication training
• Neurodivergent and affirming communities
• Typical social cues may not be rewarding
• Impact of sensory, emotion regulation, EF on communication
• Case study: 8-yr-old, anxiety when transitioning or classmates crying

Emotion Information Processing Differences and Supports

• Understand alexithymia and teach emotion identification
• Arousal and amplitude of emotional experiences
• How emotional processing and sensory differences interact
• Implications of the double empathy problem and how to address
• Distress tolerance skills

Manage and Sensory, Motor, and Interoception Needs

• Preventative strategies and accommodations
• Supports for ADLs and reframe stimming
• Exposure to sensory stimuli, in the context of choice and empowerment
• Alternatives to support fading out severe selfstimulatory behavior
• Case study: 5-yr-old, sensory overwhelm from sounds, crying, and scratching self and others

Behaviors that Challenge vs. Challenging Behaviors

• When core needs are unmet and how to respond
• Functional assessment and empower preventteach- respond interventions
• Untreated co-occurring conditions and “oppositional behaviors”
• Teach new skills and make behavior choices concrete
• Use positive, negative, and differential reinforcement
• Educational interventions for family members
• Case study: 10-yr-old, disruptive when speech therapist engages with other students

Treating Co-Occurring Anxiety, OCD, and Related Conditions

• CBT model, gradual exposure and hierarchy creation
• Modifications to CBT for autistic and ID clients
• Teach relaxation and other calm down skills
• Teach problem-solving and coping skills
• Ritual delay and ritual shortening
• Good vs. bad accommodations
• Case study: 12-yr-old, emetophobia impacted ability to engage in school and social activities

Reduce Depressive Symptoms and Suicidal Ideation

• How depression looks different in autistic individuals
• Factors impacting co-occurring autism and depression
• Self-injurious, non-suicidal behaviors in autistic individuals
• Psychosocial interventions: Experiential activities
• Cognitive-behavioral therapy modifications, including DBT
• Case study: 23-yr-old, skipping college classes, fights with parents, depressive symptoms

Romance, Sexuality, and Identity Considerations

• Body awareness, exploration of self, consent, and boundaries
• Address dating and sexual relationships
• Sexual arousal, puberty, education, modeling
• Gender identity, gender fluidity and LGBTQ
• Case study: 15-yr-old, frequent masturbation, provocative sexual talk

Psychopharmacological Interventions

• Commonly prescribed medications and efficacy
• Address medication management needs
• Risks vs. benefits
• Case study: Young adult, taking medication to stabilize mood, takes food from others

Ethical Challenges in Autism

• Informed consent and assent
• When an autistic child doesn’t want to be in therapy
• Use of restraints, time-out vs. seclusion
• Case study: 13-yr-old male, attacks others when prevented from touching necklaces on attractive girls

Considérations particulières

• Trauma and autism: Similarities, differences, when they co-occur
• Sleep issues and sleep regulation
• Multicultural and gender differences
• Independent living/career planning
• Guardianship and legal issues
• Limites de la recherche et risques potentiels

Public cible

• Psychologues
• Conseillers
• Travailleurs sociaux
• Thérapeutes conjugaux et familiaux
• School Psychologists
• School Counselors
• School Social Workers
• Orthophonistes
• Ergothérapeutes
• Assistants en ergothérapie
• Administrateurs scolaires
• Special Education Teachers
• General Education Teachers
• School-based Personnel
• Behavioral Intervention Specialists
• Psychiatres
• Educational Paraprofessionals
• Youth Leaders
• Probation Officers
• Le clergé
• Other helping professionals who work with children/adolescents/young adults