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Brain-Based Learning, Behavioural Challenges & Mental Health: The Calgary Educators’ Conference

For Education and Clinical Professionals, Parents, Caregivers & More

Presented by Steven G. Feifer, D.Ed., ABSNP and Christine Dargon, Ph.D. and Kathy Morris, M.Ed. and Steven T. Olivas, Ph.D., HSP and Rebecca Moyes, M.Ed. and George McCloskey, Ph.D. and Eboni Webb, Psy.D., HSP and Peg Dawson, Ed.D., NCSP and Meghan Barlow, Ph.D. and Monique Gray Smith

Wednesday, May 8, 2019 – Friday, May 10, 2019  |  Calgary, ab


 

!  Important Notice:

Online registration is now CLOSED for this conference. You can arrive up to one hour early to register at the door.

!  Additional Information:

Please note, there have been changes made to the line up. Please see the event page for the most up to date information.


Date & Location

Wednesday, May 8, 2019 – Friday, May 10, 2019

9:00am – 4:00pm

Best Western Premier Calgary Plaza Hotel & Conference Centre

1316 33 St NE, T2A 6B6, Calgary, AB

phone:  403.248.8888

website:  www.calgaryplaza.com/

 Full map & directions


New Conference Format

  • 10 Internationally Renown Experts
  • 13 Full Day Workshops
  • Mix & Match to Create Customized Conference Experience 

 

Conference Overview

 

Day One: Wednesday, May 8th, 2019

Emotional Disorders
Workshop #1 – The Neuropsychology of Emotional Disorders: A Framework for Effective Interventions by Dr. Steven Feifer, D.Ed,. ABSNP.  Internationally renowned speaker and author in the field of learning disabilities. Employed as a psychologist at Monocacy Neurodevelopment Center, Frederick, M.D.


Anxiety Disorders
Workshop #2 – Overcoming Anxiety Disorders in School-Age Children by Dr. Christine Dargon, Ph.D. International speaker, educator and author. On faculty at Grand Canyon University and Ashford University.


Life Skills
Workshop #3 – Life Skills: Practical Strategies that Work to Maximize Learning for Students with Severe Cognitive/Developmental Disorders, Including Autism, Cerebral Palsy and Syndromes in a General Education Setting by Kathy Morris, M.Ed, Consultant, Certified Autism Specialist. Owner of Stetson and Associates in Houston, Texas


Brief Interventions
Workshop #4 – Over 30 Proven and Effective Brief Interventions for Students with Emotional and Behavioural Problems by Dr. Steven T. Olivas, Ph.D. Nationally-renowned speaker, author, behavior consultant and licensed psychologist in private practice in Nashville, Tennessee

 

 

Day Two: Thursday, May 9th, 2019


Reading and Written Language Disorders
Workshop #6 – The Neuropsychology of Reading and Written Language Disorders: A Framework for Effective Interventions by Dr. Steven Feifer, D.Ed,. ABSNP.  Internationally renowned speaker and author in the field of learning disabilities. Employed as a psychologist at Monocacy Neurodevelopment Center, Frederick, M.D.


Classroom Management
Workshop #7 –What is it About Me You Don’t Like: Practical Classroom Management Strategies that Help Minimize Challenging Behaviours by Kathy Morris, M.Ed, Life Skills/autism/behavior/assisted technology Consultant, Certified Autism Specialist, speech therapist and teacher for self-contained programs


Executive Function and Changing the Brain
Workshop #8 –Interventions for Executive Function Difficulties: Changing the Brain to Change Behaviours by Dr. George McClosky, Ph.D. International presenter, author and consultant to school districts nationwide. Professor and Director Philadelphia College of Osteopathic Medicine and holds Diplomat status with the Academy of Pediatric Psychology


Behaviours Associated with Disabilities
Workshop #9 – Is it Disability Behaviour or Just Disruptive Behaviour by by Rebecca A. Moyes, M.Ed. Former general education teacher, author, consultant to school districts for students with emotional disturbance, autism and/or severe behaviours


Self-Regulation
Workshop #10 – Rescuing the Dysregulated Child by Eboni Webb, Psy.D. Owner of Kairos Mental Health Cooperative in Nashville, Tennessee.  Serves as an advisor to the Dialectical Behavior Therapy National Certification and Accreditation Association

 

Day Three: Friday, May 10, 2019


Smart but Scattered: Building Executive Skills
Workshop #11 – Smart but Scattered: Strengthening Executive Skills in Children and Adolescents by Margaret Dawson, D.Ed. School psychologist and has worked at the Center for Learning and Attention Disorders in Portsmouth, New Hampshire.  She is international presenter and bell-selling author.


High-Functioning Autism
Workshop #12 – High Functioning Autism: Proven and Practical Interventions for Challenging behaviours with childen and adolescents by Dr. Meghan Barlow, Ph.D. Licensed pediatric psychologist specializing in the assessment and treatment of children on the autism spectrum.  Owner of a private practice, Meghan Barlow and Associates in West Lake, Ohio.


Student “Meltdowns”
Workshop #13 – What to do After the Meltdown: Practical Strategies for Prevention, Intervention and Instruction by Kathy Morris, M.Ed, Life Skills/autism/behaviour/assisted technology Consultant, Certified Autism Specialist, speech therapist and teacher for self-contained programs


Resilience and Indigenous Children
Workshop #15 – Strategies for Fostering Resiliency with Indigenous Children by Monique Gray Smith, International presenter, award winning author and consultant. Owner of Little Drum Consulting and former Executive Director for Aboriginal Head Start Association of BC and the National Aboriginal Advisor for Roots of Empathy.

 


Who Should Attend

Education and Clinical Professionals: K–12 Classroom Teachers, School Counsellors/Psychologists, Learning Assistance/ Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers. All other professionals who support students including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers, Police Officers, and Early Childhood Educators.

Parents, Caregiver, Foster Parents, Grandparents, and Extended Family raising a child.

 


Day 1 – May 8, 2019


Workshop #1: The Neuropsychology of Emotional Disorders: A Framework for Effective Interventions
Presented by Steven G. Feifer, D.Ed., ABSNP

9:00am - 4:00pm   May 8, 2019

COURSE DESCRIPTION:

This workshop will explore the neural architecture of emotional behaviour by examining various brain structures laying the foundation for higher level social skill functioning. Specific biological factors related to the development of social competence and emotional self-regulation will be explored. There will be a detailed discussion on behavioural self-regulation, anxiety disorders, and depression from a brain-based educational perspective. Particular focus will be on factors leading to emotional dysregulation and the neurobiological underpinnings of stress. Schools can enhance emotional wellness in children through early prevention efforts, appropriate assessment strategies, and an improved school climate to foster emotional growth for all children.

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COURSE OBJECTIVES:

  1. Discuss the relationship between emotional disorders and poor self regulation skills, bullying behaviour, and limited academic success in school
  2. Discuss the neural architecture of emotional functioning by examining six key brain regions responsible for behavioural self-regulation
  3. Explore the neurobiological correlates and treatment options for psychopathy and emotional dysregulation, depression, and anxiety disorders in children
  4. Present a treatment algorithm utilizing counseling, cognitive-behavioural therapy, parent training, and neurofeedback to promote emotional wellness in children
  5. Explore effective classroom interventions, treatment options, and assessment strategies for children with emotional self-regulation and conduct disorders

COURSE OUTLINE:

  • The coding conundrum for children with emotional disorders
  • Curbing bullying behaviour in our schools
  • Neural architecture of emotional regulation
  • Emotional disorders, behaviour and academic success
  • Treatment for anxiety, depression, and self regulation disorders
  • De-escalating behaviour and promoting social-emotional learning
  • Assessment of social-emotional disorders
Steven G. Feifer, D.Ed., ABSNP

Steven G. Feifer, D.Ed., ABSNP  is an internationally renowned speaker and author in the field of learning disabilities, and has authored seven books on learning and emotional disorders in children.  He was voted the Maryland School Psychologist of the Year…

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Workshop #2: Overcoming Anxiety Disorders in School-Age Children
Presented by Christine Dargon, Ph.D.

9:00am - 4:00pm   May 8, 2019

COURSE DESCRIPTION:
The increasing rate of stress and trauma to children, which includes divorce, family breakdown, violence in society and the media, has produced a “shell shocked” generation suffering from anxiety in many cases. The challenge for educators and clinicians is to recognize anxiety in children and help them cope. Dr. Christine Dargon will teach you how and why anxiety develops in children and adolescents. She will present practical strategies that can be applied immediately in the classroom.
The seven key anxiety disorders along with case examples to be addressed include:
  • Separation Anxiety Disorder
  • Overanxious Disorder
  • Social Anxiety Disorder
  • Post-Traumatic Stress Disorder
  • Panic Disorder
  • Obsessive-Compulsive Disorder
  • Phobias

Other co-occurring disorders (e.g. behaviour problems, medical conditions, depression, ADHD, learning disabilities, selective mutism) will also be discussed. Emphasis will be on creative interventions involving insight- oriented, cognitive-behavioural, biological, mindfulness, expressive arts and family systems approaches.

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COURSE OBJECTIVES:

  1. Demonstrate how to apply the “Three Ingredients” template for understanding how, why and when anxiety develops in children
  2. Describe how to recognize and modify the sources of stress in children and adolescents
  3. Explain the anxiety management skills to use with young students
  4. Identify effective treatment strategies for each of the seven key anxiety disorders
  5. Identify steps that schools can take to reduce student anxiety

 

COURSE OUTLINE:

Nature and Causes of Anxiety

  • How anxiety develops in children
  • Three ingredients in all anxiety disorders
  • The “anxiety personality” –– assets and liabilities

Seven Key Anxiety Disorders

  • Separation anxiety disorder
  • Panic disorder
  • Overanxious disorder
  • Obsessive-compulsive disorder
  • Social anxiety disorder
  • Phobias
  • Post-traumatic stress disorder

Co-Occurring Disorders

  • Depression
  • ADHD
  • Learning Disabilities
  • Selective mutism

Therapeutic Approaches

  • Cognitive-behavioural
  • Biological
  • Mindfulness
  • Expressive Arts
  • Family Systems Approaches

Interventions and Self-Regulation Strategies

  • The Floating Technique for panic anxiety
  • Exposure and Response Prevention (ERP) for OCD
  • Mindfulness for worry
  • Solution Focused Intervention for worry
  • Group therapy guidelines for social anxiety
  • Visualization Desensitization for separation anxiety
  • Three Questions Technique for parents struggling with child separation anxiety
  • Three Step Technique for managing children’s stress
  • Yoga games and breathing techniques for relaxation training
  • LifeSkills Program for generalized Anxiety
  • Virtual Reality approach for phobias
  • Baby Buddhas meditations for anxious preschoolers
Christine Dargon, Ph.D.

Christine Dargon, Ph.D., having worked in clinical practice for over 20 years, now focusses her time on speaking and education. Dr. Dargon did graduate research and her dissertation on rape-related PTSD and began working with rape survivors over 25 years…

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Workshop #3: Life Skills: Practical Strategies that Work for Students with Severe Cognitive/Developmental Disorders, Autism, CP, & Syndromes
Presented by Kathy Morris, M.Ed.

9:00am - 4:00pm   May 8, 2019

COURSE DESCRIPTION:

Students labeled as having moderate to significant cognitive/developmental disabilities may appear to have such challenging deficits that their educational needs are perceived as far exceeding their abilities. Their needs may appear so basic (e.g., simple communication skills, appropriate manipulation of objects, delayed cognitive abilities) that teaching these students in typical classrooms that are highly academic seems improbable or, at the least, impractical. Yet these are the very students who can benefit considerably from the learning opportunities that typically occur in general education classrooms (Downing and Eichinger, 2006). Special educators, no matter how highly motivated or skilled, cannot provide the ongoing stimulation in self-contained classrooms. This interactive, informative workshop targets those students who may have been “relegated” to a LIFE Skills program for the rest of their school career. Instead, a system is presented so that the critical components necessary for success for learning are created in a general education setting. The participants will leave with many “keys” for reaching their students‘ potential.

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COURSE OBJECTIVES:

  1. Identify individual educational objectives that could be successfully met in the general education classroom
  2. Describe how to determine individual abilities and how to support students
  3. Demonstrate the ability to implement instructional supports starting with the most challenging inclusive strategies for middle school and high school students
  4. Identify critical program components at the middle school and high school levels
  5. Describe how to analyze a learning environment to accommodate students with severe and multiple impairments
  6. Describe how to implement strategies in an elementary school setting
  7. Create multi-level instruction which can be provided in the general education setting that incorporates provincial standards
  8. Determine in a systematic way which individual educational goals can be met in a general education classroom or may need to be implemented in a more restrictive environment.

COURSE OUTLINE:

  • Educational Objectives in the General Education Classroom
  • How to Determine Individual Abilities; Student Supports
  • IEPs and State Standards; Instructional Supports for Middle and High School Students
  • Critical Program Components at the Middle School and High School Levels
  • How to Analyze the Learning Environment to Accommodate Students with Severe and Multiple Impairments
  • How to Implement Strategies at the Elementary School Level
Kathy Morris, M.Ed.

Kathy Morris, M.Ed., has been a speech therapist, teacher for self-contained programs (including students with autism, severe behavioural difficulties, and cerebral palsy), resource teacher and first grade teacher. She was also a diagnostician/supervisor for all grade levels. She was a LIFE…

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Workshop #4: Over 30 Proven & Effective Brief Interventions for Students with Emotional & Behavioural Problems
Presented by Steven T. Olivas, Ph.D., HSP

9:00am - 4:00pm   May 8, 2019

COURSE DESCRIPTION:

Over 30 Proven and Effective Brief Interventions for Student with Emotional and Behavioural Problems will guide you through focused, clear and proven approaches to working with children and youth. Every professional who seeks to fill their toolbox with tested methods will leave this seminar with a wealth of fresh ideas and rejuvenated spirits. With nearly 30 years of clinical experience and a background in improvisational comedy, Dr. Steve is a strong proponent of “Edu-tainment”. He uses wit and humour to enhance your learning experience, improving the retention and utilization of the skills covered. You will leave this workshop with new strategies for success and techniques to revitalize your interactions with students.

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COURSE OBJECTIVES:

  1. Utilize effective techniques for the treatment of behaviour disorders in children
  2. Develop specific behavioural interventions that address the developmental stage of the child or adolescent
  3. Consider the efficacy of biologically-based interventions to address behavioural and emotional disorders in children
  4. Explore clinical manifestations among anxiety disorders, ADHD, mood disorders, ODD, and conduct disorder as they relate to diagnoses
  5. Develop skills for establishing an interpersonal rapport to overcome resistance to change in children and adolescents
  6. Analyze the symptoms of behavioural and emotional disorders in children and adolescents and establish how this informs your intervention strategies

COURSE OUTLINE:

  1. Introduction-
    1. Introduce speaker
    2. Daily agenda
    3. Defining Terms/Seminar Warm-ups
  2. Immediate Interventions: Physiological
    1. Neuropsychology
    2. Hormones
    3. Gender/Relationship to School
    4. Medication Primer
  3. Tools to Manage Anger
    1. Creating Common Language
    2. Expand Emotional Awareness/Vocabulary
    3. Standing 8 Count
    4. Tom McIntyre
    5. Empathy Building:
    6. Time-In/Restitution
  4. General Mental Health
    1. Physical Health
    2. Mental Health
  5. Siphoning Energy/Counterconditioning:
    1. Settle Mind
    2. Settle Body
  6. Positive Reinforcement/Stabilization
    1. Home: Listening Jar
    2. School
  7. Hendrix Intentional Dialogue
  8. Autism Spectrum
    1. Read & React
    2. Rules of Engagement
    3. Building a Broader Structure
    4. Temple Grandin
  9. Jay Haley – Prescribe the Symptom
    1. Classroom Examples
    2. Separate Behaviour from application
Steven T. Olivas, Ph.D., HSP

Steven T. Olivas, Ph.D., HSP, is a Licensed Psychologist in Private Practice in Middle Tennessee. He began his practice career in 1991 when ADHD was exploding onto the scene, and has enjoyed working with the energy and spontaneous creativity of children ever…

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Day 2 – May 9, 2019


Workshop #6: The Neuropsychology of Reading & Written Language Disorders: A Framework for Effective Interventions
Presented by Steven G. Feifer, D.Ed., ABSNP

9:00am - 4:00pm   May 9, 2019

COURSE DESCRIPTION:

This workshop will examine reading and written language disorders from a brain-based educational perspective, and classify both dyslexia and dysgraphia into distinct subtypes. There will be a detailed discussion linking each learning disorder’s subtype with scores of evidence-based interventions. Four universal truths when teaching reading will be shared, in addition to five essential steps for effective written language instruction. The use of neuropsychological assessment addressing multiple cognitive constructs that underscore literacy will be featured. For instance, the role of phonological processing, orthographic processing, working memory, language and motor skill development, and executive functioning will be discussed as being crucial for effective literacy skills to emerge. Lastly, the “90-minute” learning disorders evaluation highlighting the Feifer Assessment of Reading (FAR) battery will be introduced as a more effective means to both identify and remediate language-based learning disabilities in children.

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COURSE OBJECTIVES:

  1. Discuss current literacy rates in Canada and trends in reading achievement
  2. Differentiate “developmental dyslexia” from other learning disorders, and discuss how schools can best screen for early reading pitfalls in children
  3. Discuss four universal truths with respect to teaching reading based upon brain-behavioural principles
  4. Describe a brain-based educational model of reading and written language disorders by classifying each disability into basic subtypes, with specific remediation strategies linked to each subtype
  5. Discuss five essential steps for effective written language instruction
  6. Describe the 90 minute LD evaluation measuring eight core constructs associated with learning disorders in children, including the Feifer Assessment of Reading (FAR) battery

COURSE OUTLINE:

  • Discuss national trends in reading and literacy
  • Define “dyslexia” and main pitfalls of using solely IQ testing or Rtl to identify this condition
  • Four universal truths with respect to reading
  • Subtypes of reading disordered and interventions
  • An introduction to the FAR
  • DIscuss national trends in written language and gender differences in writing achievement
  • Discuss eight core cognitive constructs involved with written language development
  • Four main subtypes of written language disorders

Workshop #7: What is it About Me You Don't Like? Practical Classroom Management Strategies to Minimize Challenging Behaviours
Presented by Kathy Morris, M.Ed.

9:00am - 4:00pm   May 9, 2019

COURSE DESCRIPTION:

Quality indicators for an effective classroom include: teacher behaviour (tone of voice, volume, cadence, verbal and nonverbal communication, paraverbals), environment (physical structure, schedules, routines, expectations), instruction (boring vs. stimulating, age appropriate vs. non-age appropriate, hands-on), and student behaviour (function of behaviour-attention, power, revenge, avoidance). This course is based on current research that supports how the brain responds to these indicators, especially when a student is in crisis, as well as current research on mental health. This is not a “sit and get” seminar. Demonstrations, real life videos, practice, sharing, movement and time for reflection will be provided.

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  • Targeting Diverse Learners in the Classroom- Who Are They? Why These Strategies are for All Students
  • Critical Components, Teacher Behaviour, Teaching the Way They Learn
  • Break
  • Classroom Environment
  • Positive Behaviour Supports
  • Lunch Break
  • Meaningful Instruction and Learning Strategies
  • Student Behaviour
  • Functions of Behaviour
  • Complete Program Evaluations

COURSE OBJECTIVES:

  1. Identify target behaviours that are developmental and will most likely go away vs behaviours that will most likely continue to get worse over time
  2. Identify effective communication strategies from ineffective ones in order to minimize undesirable behaviours
  3. Demonstrate the ability to design a classroom that promotes goals of intended instruction for different areas of the room
  4. Demonstrate the ability to design stimulating lessons that engage diverse learners
  5. Adequately demonstrate power struggle avoidance techniques with students exhibiting challenging behaviours Identify the functions of a student’s behaviour by focusing on one’s own reaction to the behaviour
  6. Describe how to troubleshoot breakdowns in your own classroom, school or therapy environment
  7. Identify 3 visual tools you can use to help minimize disruptive behaviours

Workshop #8: Interventions for Executive Function Difficulties: Changing the Brain to Change Behaviour
Presented by George McCloskey, Ph.D.

9:00am - 4:00pm   May 9, 2019

COURSE DESCRIPTION:

This course will help participants gain a deeper understanding of executive functions and how executive functions deficits impact the behaviour and academic production of children and adolescents. Participants will gain state-of-the-art knowledge of how to identify executive function strengths and weaknesses and the most effective ways to help children and adolescents improve their use of executive functions. Ways to discuss executive functions with children, parents and other school staff will be offered as well as ways to help motivate adolescents to ensure their full participation in efforts to help them. Special emphasis will be placed on how to orient students to intervention efforts and help them move from being externally controlled to internally self-regulated through the use of bridging strategies. Case study examples of assessment and intervention efforts and outcomes with children and adolescents will be discussed throughout the presentation. Participants will leave this workshop energized and with a renewed sense of purpose, a greater knowledge of how to improve executive functions, and a greater realization of how they can have a positive effect on the children, parents and professionals with whom they work.

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COURSE OBJECTIVES:

  1. Adequately describe a comprehensive model of executive functions
  2. Explain how executive function difficulties are manifested in individuals diagnosed with various psychological disorders and/or enrolled in special education programs
  3. Describe and apply strategies that use external control to help a student function more effectively in school settings
  4. Describe and apply strategies that enable students to improve their use internally self-regulated capacities to improve their functioning in school settings
  5. Describe and apply strategies that help students bridge the gap between being externally controlled and internally self-regulated
  6. Identify and access sources of information about evidence-based programs that foster executive function development and/or remediate difficulties

COURSE OUTLINE:

  • Executive functions: What they are and what they are not
  • A comprehensive model of executive functions; executive functions development; executive functions and clinical diagnoses
  • Internally commanded and externally demanded use of executive functions; motivation and executive functions; learning vs. producing: the nature of producing disabilities and how they are different from learning disabilities
  • Orienting strategies: increasing awareness of difficulties and setting goals for intervention
  • External control strategies for helping students improve functioning in school settings
  • Bridging strategies for helping students transition from externally controlled to internally self-regulated
  • Bridging strategies continued; strategies for strengthening internal self-regulation
George McCloskey, Ph.D.

George McCloskey, Ph.D., is a Professor and Director of School Psychology Research in the Psychology Department of the Philadelphia College of Osteopathic Medicine and holds Diplomate status with the American Academy of Pediatric Neuropsychology. He frequently presents at international and…

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More information: www.georgemccloskeyphd.com/



Workshop #9: Is It Disability Behaviour or Just Disruptive Behaviour?
Presented by Rebecca Moyes, M.Ed.

9:00am - 4:00pm   May 9, 2019

COURSE DESCRIPTION:

Both educators and parents struggle with what to do with difficult behaviour in the classroom and home. Both are often hesitant to provide consequences when a child with special needs exhibits problem behaviours because they are afraid they will be accused of punishing him/her for symptoms that are related to his/her disability. In school settings, there are certain behaviours that are not permitted, and others that impede the child’s or the other students’ ability to learn. Knowing how to appropriately address behaviours is important because any behaviour that is reinforced (either accidentally or on purpose) is likely to continue or escalate. Children with disabilities often exhibit problems with motivation, transitions, task avoidance, sensory processing, social skills, anger, defiance, impulsiveness, and behavioural inhibition, among others. Many children with autism, Asperger’s, ADHD, emotional disturbance, oppositional defiant disorder, Down’s Syndrome, and learning disability exhibit these challenging behaviours. Behind every problem behaviour is something to teach to address a skill deficit and interventions that can help to stop the cycle of difficult behaviour. This full-day workshop will empower educators with practical and evidenced-based strategies to feel competent to appropriately address difficult behaviours associated with disabilities.

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COURSE OBJECTIVES:

  1. Identify the use of positive vs. negative reinforcement and positive vs. negative punishment when given behavioural scenarios
  2. Describe ways to incorporate the use of reinforcement to decrease the frequency of problem behaviour
  3. List particular antecedent strategies to support difficult behaviour, including strategies for students with emotional disturbance and oppositional defiant disorder
  4. Describe the skill deficits that may be associated with problem behaviour and write appropriate IEP goals to address them
  5. Write positive behaviour support plans to teach new skills so that children will not use problem behaviour to achieve escape or attention
  6. Initiate the use of appropriate data collection tools to study behaviour objectively and learn what is reinforcing it

COURSE OUTLINE:

  • Difficulties presented by children with
    behavioral deficits and conflicts between
    staff and parents
  • Antecedents to difficult behavior;
    consequences: reinforcers and
    “punishers”
  • Functions of behaviour; types of data collection tools
  • Developing a PBSP based on data collection
  • Executive functions and how they impact problem behaviour
  • Interventions for motivation, transition difficulties, perseverations
  • Interventions for inflexibility, oppositional defiant behaviour, sensory disturbances, attention difficulties and emotional control
Rebecca Moyes, M.Ed.

Rebecca Moyes, M.Ed., is a former general education teacher in public and private schools. She has served on Pennsylvania Governor Ridge’s Task Force for Autism and was a member of the PA SAFE Project for Verbal Behaviour. She is the author…

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Workshop #10: Rescuing the Dysregulated Child: Effective Interventions & Strategies with Children, Adolescents, & Parents
Presented by Eboni Webb, Psy.D., HSP

9:00am - 4:00pm   May 9, 2019

COURSE DESCRIPTION:

Working with emotionally dysregulated children is an often overwhelming and exhausting endeavour. Many teachers and counsellors feel the pull of being “saviours” for dysregulated children and their parents. How to intervene and steps that can be taken by teachers and administrators will be presented. This training will enable participants to employ strategies in which teachers and parents can experience success through learning to reestablish structure, create a validating and secure environment, and increase compassion for all family members and care providers.

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Dr. Webb will additionally address key childhood disorders that left untreated can lead to maladaptive coping behaviours in adulthood. Dr. Webb will teach participants how to apply and adapt various skills training to reflect the language of children and how to establish a safe and supportive classroom in which children can learn and generalize these skills. Working with emotionally-dysregulated children in your classroom can be overwhelming and exhausting. You probably feel the pull of being the “saviour” for dysregulated children and their worried parents. Learn how to implement the skills you need to be more effective in the classroom, avoid burnout and achieve positive outcomes.

COURSE OBJECTIVES:

  1. Describe the biosocial model of pervasive emotional dysregulation disorders found in innately sensitive children.
  2. Utilize behaviour modification strategies at the earliest stage of dysregulation.
  3. Summarize the importance of structure in both skills training and home environments and how to teach parents or care providers to implement these strategies.
  4. Explain how to adapt each skills module to reflect the language of the child.
  5. Explain the role of educators, care providers, and parents and how to reestablish a safe and loving structure that enables the child to learn and generalize skills.

COURES OUTLINE:

  • Biosocial Model
  • Attachment style
  • Impact of trauma
  • Effects of inadequate validation in early emotional development
  • Symptoms of pervasive emotional dysregulation disorder

Adapt Dialectical Behaviour Skills Training to Key Childhood and Adolescent Disorders ADHD

  • Attachment Disorder
  • Oppositional Defiant Disorder (ODD)/Conduct Disorder (CD)
Eboni Webb, Psy.D., HSP

Eboni Webb, Psy.D., HSP is a licensed psychologist and serves as an advisor to the Dialectical Behavior Therapy National Certification and Accreditation Association (DBTNCAA). She has practiced in numerous community settings including clinics that treat underserved communities of color, clients with…

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Day 3 – May 10, 2019


Workshop #11: Smart But Scattered: Strengthening Executive Skills in Children and Adolescents
Presented by Peg Dawson, Ed.D., NCSP

9:00am - 4:00pm   May 10, 2019

COURSE DESCRIPTION:

Executive function is a neuropsychological concept referring to the cognitive processes required to plan and direct activities. Skills include task initiation and follow through, working memory, sustained attention, performance monitoring, inhibition of impulses, and goal-directed persistence. While the ground-work for development of these skills occurs before birth, they develop gradually through the first two decades of life. From the moment that children begin to interact with their environment, adults have expectations for how they will use executive skills to negotiate many of the demands of childhood – from the self-regulation of behaviour required to act responsibly, to the planning and initiation skills required to complete chores and homework. Parents and teachers expect children to use executive skills even though they may understand little of what these skills are and how they impact behaviour and school performance. The importance of executive skills to overall cognitive functioning first became apparent in work with children and teenagers who had sustained traumatic brain injuries. Problems involving planning and organization, time management, and memory, as well as weaknesses with inhibition and regulation of emotions, have long described a significant component of traumatic brain injury. Executive skills have also assumed an important role in the explanation of Attention Deficit/Hyperactivity Disorder.

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This workshop will begin by providing an overview of executive skills, including definitions and a description of the developmental progression of these skills in the first two decades of life. The approach to understanding executive skills presented in this workshop is structured around two key concepts: 1) that most individuals have an executive skills profile that includes both strengths and weaknesses; and 2) by defining executive skills discretely rather than grouping them in broader categories, it is possible to design interventions to address specific deficits that lend themselves to data-based decision making. Workshop participants will gain a deeper understanding both of the model being presented and of their own executive skills profile.

The heart of the workshop will address how to assess executive skills and develop interventions designed to address specific executive skill weaknesses.

COURSE OBJECTIVES:

  1. Define executive skills and identify how executive skills impact school performance and daily living
  2. Use assessment tools to identify executive dysfunction
  3. Access a repertoire of strategies to improve executive skills in students
  4. Design your own intervention strategies tailored to the needs of individual students
  5. Utilize classroom-wide interventions to improve executive skills

COURSE OUTLINE: 

Part I: Overview of Executive Skills

  • Definitions
  •  Underlying theory
  • Executive skills in the context of brain function and child development

Part II: Assessment of Executive Skills

  • Parent/teacher/student interviews
  • Behaviour Rating Scales
  • Observations
  •  Informal Assessment
  • Formal Assessment

Part III: Three Intervention Strategies

  • Environmental modifications to reduce the impact of weak executive skills
  • Teaching strategies/routines to help youngsters develop/improve executive functioning
  • Using incentives to help youngsters practice or use skills that are difficult

Part IV: Coaching as an Effective Strategy for Building Executive Skills

  •  Overview of coaching
  • Description of 2-stage process
  • Coaching with younger children
  • Clinical case examples
  • Description of research studies
Peg Dawson, Ed.D., NCSP

Dr. Peg Dawson: In over 40 years of clinical practice, Dr. Peg Dawson has worked with thousands of children who struggle at home and in school. At the center of their struggles are often weak executive skills. Along with her…

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Workshop #12: High Functioning Autism: Proven & Practical Interventions for Challenging Behaviours with Children & Adolescents
Presented by Meghan Barlow, Ph.D.

9:00am - 4:00pm   May 10, 2019

COURSE DESCRIPTION:

This intensive, full-day workshop provides proven intervention strategies, essential treatment tools, and behavioural techniques to help you analyze behaviours and actions, identify consequences for behaviours, and teach new skills to children, adolescents and young adults with high-functioning autism (HFA). Walk away with practical intervention techniques for social success, behaviour changes and overcoming challenging co-occurring behaviours that deliver success through adulthood.

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The challenging co-occurring issues to be addressed are:

  • Social Skills Deficits
  • Communication Deficits
  • Sensory
  • Anxiety/Rigidity
  • Depression
  • Meltdowns, Outbursts, and Non-Compliance
  • ADHD & OCD
  • Psychotropic Medications

Gain valuable insight into how information processing, communication, and social skills deficits lead to difficulty in the home, school, occupational, and social settings. Learn how to prioritize a plan for intervention and implement strategies in order to improve functioning across all areas. We will explore HFA and the new DSM-5® diagnosis of Social- Pragmatic Communication Disorder. You will receive the necessary tools to gain effective collaboration between clinicians, educators and parents.

Through case studies, video clips and class participation you will leave this workshop with an improved understanding of HFA and the confidence to develop and implement effective treatment plans. Don’t just manage these individuals; provide interventions that lead to successful independence into their adult years!

COURSE OBJECTIVES:

  1. Explain how the DSM-5® updates impact service delivery
  2. Utilize several social skill interventions to improve long-term success for children/adolescents with HFA
  3. Employ specific coping and calming techniques for children/adolescents with HFA
  4. Identify medication side effects that can mimic behavioural issues and may even cause behavioural issues
  5. Design effective strategies for successful transitions for children/adolescents with HFA
  6. Select specific behavioural interventions that target the most difficult behaviours in children/ adolescents with HFA
  7. Summarize the new DSM-5® diagnosis of Social- Pragmatic Communication Disorder and design treatment interventions

COURSE OUTLINE:

DSM-5® and ICD-10 Updates

  • Social-Pragmatic Communication Disorder
  • Impact on service delivery (school/community)
  • Successfully link home, school and therapy
  • IEP/504/Do they qualify for school services?
  • Co-morbid disorders: Why the difference is important

Social Skills Interventions

  • Improve social skill deficits
  • “Kid Cop” behaviours and why other kids get angry
  • How to get peers to recognize them in positive ways
  • Group activities that have a proven track record

Communication Interventions

  • Help peers and family members relate
  • Verbal interventions that overload processing
  • The importance of incorporating visuals in communication
  • Pragmatic language and other abstract issues

Sensory Interventions

  • Self-stimulation
  • Coping/calming techniques that reduce meltdowns
  • Sensory diet

Anxiety Interventions

  • Anxiety-reducing activities
  • How anxiety impacts rigidity
  • Help them “self-regulate”
  • Successful transitions

Depression Interventions

  • Assessing for mood disorders
  • Therapy that works for people with HFA
  • Solitude vs. loneliness

ADHD Interventions

  • ADHD vs. hyper-focus
  • Commonly prescribed medications and possible benefits and side effects
  • Specific triggers and what fuels the rage
  • Reduce aggressive and disruptive behaviours
  • Mistakes that escalate defiant behaviours
  • Overcome refusals to comply with even simple requests

Obsessive-Compulsive Disorder (OCD) Interventions

  • Differences between ASD and OCD
  • Specific medication interventions
  • Impact on socialization and behaviours
Meghan Barlow, Ph.D.

Meghan Barlow, Ph.D., is a licensed pediatric psychologist specializing in the assessment and treatment of children, adolescents and young adults on the autism spectrum. She also has a wide range of experience working with children who have a variety of anxiety…

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Workshop #13: What To Do After The Meltdown: Practical Strategies for Prevention, Intervention & Instructional Consequences
Presented by Kathy Morris, M.Ed.

9:00am - 4:00pm   May 10, 2019

COURSE DESCRIPTION:

When working with a child or adolescent with an Autism Spectrum Disorder, ADHD, or another developmental disorder, meltdowns may occur that may be a result of sensory overload or an inability to self-regulate emotions. This course will provide many practical hands-on strategies to increase positive and acceptable behaviour while decreasing undesirable behaviours. There will be strategies on preventing meltdowns, tantrums, and rage. Suggestions for instructional consequences and self-management techniques to help prevent another meltdown will be provided. Videos and demonstrations using evidence-based techniques and a system of visual supports throughout the day will indicate how to use high focus and interest areas as incentives.

This information and fun-packed course is designed for educators, therapists, counsellors, and all those who are interested in providing support to children and adolescents with ASD, ADHD, or other developmental disabilities.

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COURSE OBJECTIVES:

  1. Explain why an agenda/schedule is important for persons on the spectrum
  2. Explain how to use a Surprise Card or Change of Schedule Card in a clinical or classroom setting
  3. Differentiate between a meltdown and a tantrum
  4. Differentiate chronic over-arousal to behaviours observed in students with an ASD or another developmental disorder
  5. Demonstrate the ability to role-play a Social Script Adequately describe how to apply a Video Model
  6. Accurately identify examples of over-stimulation when presented with videotaped examples of student behaviours
  7. Discuss how to implement Power Cards and Social Stories in classroom or therapy settings

COURSE OUTLINE:

  • Use of Agenda/Schedules, Suprise Cards or Change of Schedule Cards
  • Meltdowns, Tantrums, Chronic Overarousal; Social Scripts
  • Video Models
  • Myths and Facts of ASD; Autism Research, Neurology of the Brain and Behaviour
  • Video of Overstimulation; How to Implement Power Cards and Social Stories
  • Video Scenarios-Critical Components in General Education Classrooms
  • Implementing Instructional Consequences; Using Visual Tools

Workshop #15: Strategies for Fostering Resiliency with Indigenous Children
Presented by Monique Gray Smith

9:00am - 4:00pm   May 10, 2019

COURSE DESCRIPTION:

This workshop will provide an in-depth look at the powerful effects of resiliency and strategies for fostering resiliency with Indigenous children. The 4 Blankets of Resiliency: Strong sense of self; family; community; culture, language and connection to the land will be used as a framework throughout the workshop.

Participants will gain a unique understanding of how history continues to impact Indigenous children, youth, families and communities. The effect of stress and trauma and why this may cause addictions, various behavioural disruptions and challenges in attachment will be discussed. Monique will examine the impact of these variables on student wellness and the connection to learning. 

 Monique will explain unique techniques to weave the 4 Blankets of Resiliency into all aspects of programming to ensure these factors are part of every students learning experience. The ability to nurture and foster resiliency is one of the most profound ways to make a positive difference in student wellness and learning. 

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COURSE OBJECTIVES:

  1. Develop a greater understanding of Aboriginal historical perspective and how our history continues to impact children, and families.
  1. Greater understanding of fostering resiliency in a cultural context.
  2. Exploring strategies for weaving culture into all elements of your programming or practice.
Monique Gray Smith

Monique Gray Smith is a mixed heritage woman of Cree, Lakota, and Scottish descent and is the proud Mom of twins.  She is an award-winning author, speaker and sought-after consultant. Monique has been running her business, Little Drum Consulting since…

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Registration & Fees

Registration Early bird Fee Regular Fee
Individual 1 Day Enrolment $249 $269
Individual 2 Day Enrolment $449 $469
Individual 3 Day Enrolment $619 $639
Group 3-7 $599 $619
Group 8-14 $579 $599
Group 15+ $559 $579
Full-Time Student $559 $579

All fees are in Canadian dollars ($CAD).

Fees do not include applicable taxes (5% GST).

Early bird cutoff date: May 5, 2019
The early bird date has passed. Regular rates apply.


Please review our Registration Terms and Conditions for information on our cancellation policy, payment policies, rebates, and more. You must agree to our Terms and Conditions to register for a workshop or conference.


Register Online   Download Registration Form (.PDF)   Register your Group



Recommended Accommodation

Best Western Premier Calgary Plaza Hotel & Conference Centre

1316 33 St NE, T2A 6B6, Calgary, AB

phone:  403.248.8888

website:  www.calgaryplaza.com/

 Full map & directions


Our rates:

Please contact the hotel directly for current group rates, when booking please reference “Jack Hirose & Associates” or block Id “10575”. To make a reservation over the phone, please call 403.248.8888

To book online please visit https://www.bestwestern.com/en_US/book/hotel-rooms.61102.html?groupId=P80KB1C1

Rates: 

Comfort
Single $135.00 | Double $135.00 | Triple $150.00 | Quadruple $165.00

Superior

Single $1160.00 | Double $160.00 | Triple $175.00 | Quadruple $190.00

Jacuzzi

Single $210.00 | Double $210.00 | Triple $225.00 | Quadruple $240.00

Executive

Single $230.00 | Double $230.00 | Triple $245.00 | Quadruple $260.00

*please note, room reservations are subject to availability*



When booking hotel rooms, ask for the Jack Hirose and Associates corporate rate. To receive our corporate rate, rooms must be booked one month prior to the workshop date. Please keep in mind hotel rates may fluctuate.


Continuing Education Credits

This workshop has been formally approved by the following associations:
  • Canadian Addiction Counsellors Certification Federation (CACCF)
  • Canadian College of Professional Counsellors and Psychotherapists (CCPCP)
  • Canadian Counselling and Psychotherapy Association (CCPA)
  • Canadian Professional Counsellors Association (CPCA)
  • Canadian Psychological Association (CPA)
  • Canadian Vocational Rehabilitation Association (VRA)
  • Indigenous Certification Board of Canada (ICBOC)
  • Ontario Association of Consultants, Counsellors, Psychometrists and Psychotherapists (OACCPP)
  • Ontario Expressive Arts Therapy Association (OEATA)

† The Alberta College of Social Workers (ACSW) and the Newfoundland and Labrador Association of Social Workers (NLASW) accept CPA-approved CEUs.

* Participants will receive a certificate of completion after every workshop. Workshops are pre-approved for 5.5 or 6 credits per day unless otherwise specified.

Please check back closer to the conference date for more information.