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The General and Special Education Summit: Behavioural Challenges, Mental Health and Brain-Based Learning

Presented by Steven G. Feifer, D.Ed., ABSNP and Steven T. Olivas, Ph.D., HSP and Christine Dargon, Ph.D. and Peg Dawson, Ed.D., NCSP and Kathy Morris, M.Ed. and MaryAnn Brittingham, MS and Kelli Sandman-Hurley, Ed.D and Tracy Block-Zaretsky, BA and Jay Berk,Ph.D.

Wednesday, November 6, 2019 – Friday, November 8, 2019  |  Winnipeg, mb


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!  Additional Information:

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


Date & Location

Wednesday, November 6, 2019 – Friday, November 8, 2019

8:30am – 4:00pm

Victoria Inn Hotel and Conference Centre

1808 Wellington Avenue, Winnipeg, MB

phone:  204.786.4801

website:  https://winnipeg.vicinn.com/

 Full map & directions


Topics Include:

  • Stress Trauma and Learning: How to Develop Brain-Based Interventions

  • Over 30 Proven and Effective Brief Interventions for Children and Adolescents with Emotional and Behavioural Problems
  • Strengthening Executive Skills to Promote School Success
  • Overcoming Anxiety Disorders in School-Age Children and Adolescents
  • Reading, Writing and the Brain: Developing Effective Interventions

  • 25 Self-Regulation Strategies and Skills for Children and Adolescents
  • Effective Strategies for Reaching “I Don’t Care” and Disengaged Students
  • Electronic & Gaming Addiction, a New Crisis: Practical Strategies for School Professionals, Clinicians & Parents
  • Dyslexia: What it is, What it is Not and How to Help Students
  • Working with Oppositional, Defiant & Anger Issues with Children & Adolescents

Important, please read carefully

  • Space in each workshop is limited, please register early to reserve your seat
  • Changes to participant info provided during registration, including workshop selection, may be subject to an admin fee
  • Participants are permitted to change workshops on the day of the conference at no charge, subject to seating availability
  • Seating availability will be determined 15 minutes after the session begins
  • Seat sharing is not allowed, multi-day options are for one workshop participant
  • Groups do not need to attend the same workshop to qualify for the group rate, must attend all 3 days
  • Please read the complete terms and conditions here

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, and Early Childhood Educators.

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

 


Day 1 – November 6, 2019


Morning Keynote: Stress Trauma and Learning: How to Develop Brain-Based Interventions
Presented by Steven G. Feifer, D.Ed., ABSNP

8:30am - 9:45am   November 6, 2019

COURSE DESCRIPTION:

This workshop will explore the neural underpinnings of stress, trauma, and emotional dysfunction in children and its relative impact upon learning. Environmental deprivation, poverty, childhood abuse, witnessing violence, and parental neglect can impact both cognitive and social-emotional development in children.

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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Morning Keynote: Over 30 Proven & Effective Brief Interventions for Children and Adolescents with Emotional and Behavioural Problems
Presented by Steven T. Olivas, Ph.D., HSP

9:45am - 10:45am   November 6, 2019

COURSE DESCRIPTION:

Over 30 Proven and Effective Brief Interventions for Children and Adolescents 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.

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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Morning Keynote: Overcoming Anxiety Disorders in School-Age Children
Presented by Christine Dargon, Ph.D.

11:00am - 12:00pm   November 6, 2019

COURSE DESCRIPTION:

The increasing rate of stress and trauma to children, which includes divorce, family breakdown, violence in society, the media and, 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. Dargon will teach you how and why anxiety develops in children and adolescents.

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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Afternoon Session: Stress Trauma and Learning: How to Develop Brain-Based Interventions
Presented by Steven G. Feifer, D.Ed., ABSNP

1:15pm - 4:00pm   November 6, 2019

COURSE DESCRIPTION:

This workshop will explore the neural underpinnings of stress, trauma, and emotional dysfunction in children and its relative impact upon learning. Environmental deprivation, poverty, childhood abuse, witnessing violence, and parental neglect can impact both cognitive and social-emotional development in children. Schools can enhance emotional wellness through early prevention efforts, appropriate assessment strategies, and an improved school climate to foster emotional growth for all children. The presentation will conclude with a discussion on how every school can become a “trauma-informed” school to better meet the diverse needs of all learners. Specific classroom accommodations, school-based interventions, and targeted coping strategies will be presented for at-risk students.

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COURSE OBJECTIVES:

  • Discuss the prevalence of trauma and stress for school aged children, as well as the various sources from which trauma can occur
  • Explore key brain regions that are impacted when students experience trauma, and the subsequent effect on academic and social skills’ development
  • Review five essential features toward the development of a “trauma informed” school
  • Review various trauma screening tools and discuss numerous steps that psychologists and educators can take to identify and intervene with students experiencing trauma in their lives

Afternoon Session: Over 30 Proven & Effective Brief Interventions for Children and Adolescents with Emotional and Behavioural Problems
Presented by Steven T. Olivas, Ph.D., HSP

1:15pm - 4:00pm   November 6, 2019

COURSE DESCRIPTION:

Over 30 Proven and Effective Brief Interventions for Children and Adolescents 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

Afternoon Session: Overcoming Anxiety Disorders in School-Age Children
Presented by Christine Dargon, Ph.D.

1:15pm - 4:00pm   November 6, 2019

COURSE DESCRIPTION:
The increasing rate of stress and trauma to children, which includes divorce, family breakdown, violence in society, the media and, 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

Day 2 – November 7, 2019


Morning Keynote: 25 Self-Regulation Strategies and Skills for Children and Adolescents
Presented by Kathy Morris, M.Ed.

8:30am - 9:45am   November 7, 2019

COURSE DESCRIPTION:

Children and adolescents who struggle with self -regulation often look like those who just aren’t paying attention, have difficulty with emotional control, blurting out answers, have difficulty making transitions and/or purposely not controlling themselves. They may be unaware of the connections of their behaviour and the consequences of the behaviour.  If you don’t have self-regulation, you may act out, get placed in timeout, sent to the principal’s office, then miss important learning time. A downward spiral occurs as the student gets more upset and continues to act out when given punitive consequences.

Executive functioning changes radically over the first few years, continues to improve quickly throughout adolescent years and, finally, during early adulthood years, the frontal lobes and prefrontal lobes are activated and connected to other regions of the brain. Executive function skills can be trained. It’s just like going to the gym. The more one practices these strategies for metacognition and self-regulation, the neural connections will be strengthened.

The beginnings of executive function and self-regulation skills appear in the neurotypical brain around 4 years of age. However, what happens when the prefrontal lobe and frontal cortex are compromised due to faulty brain wiring and sensory traffic jams, such as seen in autism spectrum disorders, attention deficit disorders, anxiety disorders, mood disturbances, behaviour disorders, post-traumatic disorders, poverty, attachment disorders?

This keynote will address practical strategies that meet the needs of those children and adolescents who are impacted by these differences in their brain maturation. However, the participant will realize that these strategies apply to ALL students! The purpose is to provide practical tools for those clinicians, educators, therapists or parents who are directly involved in working with children and adolescents. This seminar is designed for those who are “working in the trenches.”

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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Morning Keynote: Powerful & Effective Strategies for Reaching “I Don’t Care” and Disengaged Students
Presented by MaryAnn Brittingham, MS

9:45am - 10:45am   November 7, 2019

COURSE DESCRIPTION:

Everyone wants to know how to reach their students who are unmotivated, underperforming and claim to not care about school. This innovative seminar will demonstrate successful strategies you can use in your classroom or school to make positive changes in these challenging students.

MaryAnn Brittingham, MS

MaryAnn Brittingham, MS, holds a Master’s degree in Family and Child Counselling from Long Island University and a Bachelor’s degree in Elementary and Special Education from D’Youville College. She has over 35 years of experience as a special education teacher, and…

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Morning Keynote: Reading, Writing and the Brain: Developing Effective Interventions
Presented by Steven G. Feifer, D.Ed., ABSNP

11:00am - 12:00pm   November 7, 2019

COURSE DESCRIPTION:

This keynote will examine reading and written language disorders from a brain-based educational perspective, and classify each disorder into distinct subtypes. There will be a detailed discussion linking each learning disorder’s subtype with scores of evidence based interventions.


Afternoon Session: 25 Self-Regulation Strategies and Skills for Children and Adolescents
Presented by Kathy Morris, M.Ed.

1:15pm - 4:00pm   November 7, 2019

COURSE DESCRIPTION:

Children and adolescents who struggle with self -regulation often look like those who just aren’t paying attention, have difficulty with emotional control, blurting out answers, have difficulty making transitions and/or purposely not controlling themselves. They may be unaware of the connections of their behaviour and the consequences of the behaviour.  If you don’t have self-regulation, you may act out, get placed in timeout, sent to the principal’s office, then miss important learning time. A downward spiral occurs as the student gets more upset and continues to act out when given punitive consequences.

Executive functioning changes radically over the first few years, continues to improve quickly throughout adolescent years and, finally, during early adulthood years, the frontal lobes and prefrontal lobes are activated and connected to other regions of the brain. Executive function skills can be trained. It’s just like going to the gym. The more one practices these strategies for metacognition and self-regulation, the neural connections will be strengthened.

The beginnings of executive function and self-regulation skills appear in the neurotypical brain around 4 years of age. However, what happens when the prefrontal lobe and frontal cortex are compromised due to faulty brain wiring and sensory traffic jams, such as seen in autism spectrum disorders, attention deficit disorders, anxiety disorders, mood disturbances, behaviour disorders, post-traumatic disorders, poverty, attachment disorders?

This afternoon session will address practical strategies that meet the needs of those children and adolescents who are impacted by these differences in their brain maturation. However, the participant will realize that these strategies apply to ALL students! The purpose is to provide practical tools for those clinicians, educators, therapists or parents who are directly involved in working with children and adolescents. This seminar is designed for those who are “working in the trenches.”

 

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COURSE OBJECTIVES:

  1. Participant will be able to label metacognitive and self-regulation strands for executive functioning components.
  2. Participant will be able to list visual strategies that support communication, social and behaviour skills
  3. Participant will be able to troubleshoot and identify strategies from case study examples of children/adolescents who have difficulty with inhibitory control, working memory, emotional control, mental rigidity
  4. Participant will be able to create at least three strategies to meet the needs of an individual student identified who lacks self-regulation.
  5. Participant will be able to discriminate functions of behaviour and determine if it is a tantrum or a meltdown.
  6. Participant will be able to identify and intervene when student is overstimulated and has sensory breakdowns.
  7. Participant will be able to determine which techniques to use to prevent, intervene, or stop targeted behaviours.
  8. Participant will be able to implement a “system” rather than a person dependent intervention.

 

COURSE OUTLINE:

Drawing on over 45 years of professional experience, Kathy will lead you through dynamic discussions, video case examples and demonstrations providing dozens of strategies  (30+) you can implement immediately with children/adolescents in any setting.  Walk away with an array of practical strategies for:

  • Preventing and de-escalating meltdowns
  • Teaching and promoting visual supports when mental rigidity is apparent
  • Providing instructional consequences/replacement behaviours
  • Developing self-control and self-management skills
  • Addressing inhibitory control……..and more!

Afternoon Session: Powerful & Effective Strategies for Reaching “I Don’t Care” and Disengaged Students
Presented by MaryAnn Brittingham, MS

1:15pm - 4:00pm   November 7, 2019

COURSE DESCRIPTION:

Everyone wants to know how to reach their students who are unmotivated, underperforming and claim to not care about school. This innovative seminar will demonstrate successful strategies you can use in your classroom or school to make positive changes in these challenging students. Many of us are frustrated with the numerous students who have “checked out,” are disengaged, unmotivated, and underperforming. We know the symptoms, but don’t always know the solutions. The good news is that there is hope and there are strategies to begin to stop the cycle of helplessness these students experience. Join behaviour expert, MaryAnn Brittingham , in this one‑day seminar that will cover practical ideas, strategies and techniques to help increase your success with these challenging students. She will give you numerous ideas and strategies to help you guide students toward making positive behaviour changes.

Dear Colleague:

As educators, we are under increased pressure to develop a repertoire of behavioural intervention skills that will allow us to meet the needs of all students, including students with serious behavioural problems, even though there is very limited training on what really works. The usual methods, such as sticker charts and emphasis on students’ performance to gain rewards or sending students to the principal’s office, usually fall flat with “I don’t care” and underperforming students.

When working with “I don’t care” and unmotivated students, it is critical to keep in mind that you cannot change anyone except yourself, but you can assist  others to make their own changes. The good news is, with the right help, students can  learn and change their behaviour. This seminar will teach you strategies to inspire students to want to change their behaviour. This approach focuses on internal encouragement rather than external rewards and punishment. I will walk you through all of the steps and provide dozens of examples as well as demonstrate sound techniques and activities that can enrich what you are already doing in the classroom.

This seminar is filled with concrete strategies for classroom teachers, behaviour specialists and counsellors. It provides detailed and helpful suggestions that support you in anticipating and addressing repeated and often overwhelming behaviours. You will learn realistic, research‑based strategies that will make a difference in how you view and respond to students.

I hope you will join me in this engaging, thought‑provoking seminar to explore new ways to deal effectively with your “I don’t care” students.

Sincerely,

MaryAnn Brittingham

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COURSE OBJECTIVES:

  • Powerful strategies for working with students who consistently say, “I DON’T CARE!”
  • Learn specific strategies to adjust your responses to help guide students toward their own behaviour change
  • When to ignore negative, self‑destructive behaviours
  • When and why contracts and rewards don’t work with “I don’t care!” students
  • Pitfalls of behaviour plans and how to revise them to work
  • How to take yourself out of the conflict cycle when teaching underperforming and unmotivated students
  • Learn the roles anxiety, depression and self‑esteem play in your underachieving students
  • Numerous relationship‑building ideas you can easily incorporate
  • Help students reframe their negative thoughts and perceptions
  • How to encourage positive change in “I don’t care!” students
  • Practical methods to empower students who have given up
  • Maintain your enthusiasm and energy while teaching apathetic students
  • Discover ways to help your most challenging students develop the desire to learn and work to their personal potential

Afternoon Session: Reading, Writing and the Brain: Developing Effective Interventions
Presented by Steven G. Feifer, D.Ed., ABSNP

1:15pm - 4:00pm   November 7, 2019

COURSE DESCRIPTION:

Four universal truths when teaching reading will be shared, in addition to five essential steps for effective written language instruction. There will also be a discussion on new research developments revealing that brain chemistry and neural pathways can actually be altered based upon effective interventions. We explore the neuropsychological underpinnings of the writing process to assist educators and mental health professionals in both diagnosing and remediating written language disorders in children. The ability to generate and produce written language requires multiple linguistic skills involving both phonological and orthographical functioning (the elementary components of language), word retrieval skills, executive functioning skills to organize inner thoughts and ideas.

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COURSE OBJECTIVES:

  • Examine the current literacy rates in the United States and Canada and the effectiveness of the No Child Left Behind legislation
  • Discuss the four universal truths of reading and explain why relying solely upon IQ scores, or a curriculum-based measurement approach, can be misleading when identifying reading disorders in children
  • Discuss four subtypes of reading disabilities from a brain-behavioural perspective, and link scores of evidenced-based interventions and relevant classroom strategies to address each subtype
  • Introduce 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
  • Introduce the Feifer Assessment of Reading (FAR) battery as a more viable means to both assess and remediate reading disabilities in children from a brain-based educational perspective
  • Introduce the 90 minute LD evaluation measuring eight core constructs associated with learning disorders in children, including the Feifer Assessment of Reading (FAR) Battery
  • Develop comprehensive assessment batteries for specific learning disorders when presented with various clinical case presentations
  • Discuss the neural architecture responsible for written language development in children and learn key brain regions responsible for the organization and production of writing skills
  • Discuss three specific subtypes of writing disorders, with particular emphasis on how “frontal lobe” processes such as working memory and executive functioning impact each subtype
  • Discuss five essential steps for effective written language instruction, and learn intervention strategies for written language disorder subtypes

Day 3 – November 8, 2019


Morning Keynote: Strengthening Executive Skills to Promote School Success
Presented by Peg Dawson, Ed.D., NCSP

8:30am - 9:45am   November 8, 2019

COURSE DESCRIPTION:

Executive skills are sometimes called “the hidden curriculum.” They are skills such as task initiation, sustained attention, working memory, planning, organization, and goal-directed persistence that are absolutely critical to school success, yet curriculum standards seldom if ever explicitly reference these skills.

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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Morning Keynote: Dyslexia: What it is, What it is Not & How to Help Students
Presented by Kelli Sandman-Hurley, Ed.D

9:45am - 10:45am   November 8, 2019

COURSE DESCRIPTION:

In this keynote participants will experience a dyslexia simulation that will include experiencing difficulty with reading, writing and processing in conjunction with a discussion of the signs and symptoms of dyslexia. Participants will learn about many popular myths about dyslexia and their realities.

Kelli Sandman-Hurley, Ed.D

Kelli Sandman-Hurley, Ed.D. is an author and co-founder of the Dyslexia Training Institute.  Dr. Kelli is a certified special education advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She has training in mediation…

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Morning Keynote: Electronic & Gaming Addiction, a New Crisis: Practical Strategies for School Professionals, Clinicians & Parents
Presented by Jay Berk,Ph.D.

11:00am - 12:00pm   November 8, 2019

COURSE DESCRIPTION:

Dr. Berk has become fully aware that over the years there has been a growing area of concern for individuals and was pleased to see that recently the World Health Organization announced a diagnosis of electronic gaming addiction as a formalized diagnostic tool.

Jay Berk, Ph.D.

Jay Berk, Ph.D., is a licensed clinical psychologist and an internationally recognized expert in the child/adolescent behavioural field who brings both a clinical and education perspective to his work with children, adolescents and their families. For over 25 years, Dr. Berk…

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Afternoon Session: Strengthening Executive Skills to Promote School Success
Presented by Peg Dawson, Ed.D., NCSP

1:15pm - 4:00pm   November 8, 2019

COURSE DESCRIPTION:

Executive skills are sometimes called “the hidden curriculum.” They are skills such as task initiation, sustained attention, working memory, planning, organization, and goal-directed persistence that are absolutely critical to school success, yet curriculum standards seldom if ever explicitly reference these skills. Neuroscientists now tell us that these skills take a minimum of 25 years to reach full maturation, and the course of that development is influenced by experience and exposure, by modelling, practice, and direct instruction. This workshop will provide participants with a framework for understanding these key skills, how they develop in diverse populations, and how to support executive skills by embedding them into classroom routines and lessons and by tailoring interventions to meet the needs of individual students and classrooms.

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COURSE OUTLINE:

» Overview of Executive Skills
• Definitions
• Underlying Theory

» Executive Skill Development Across the Lifespan
• Normal executive skill development from infancy through adulthood
• Negative influences on executive skill development (birth issues, head injuries, and disorders such as ADHD, Autism Spectrum Disorder)

» Assessment of Executive Skills
• Parent/Teacher/Student Interviews
• Behaviour Rating Scales

» Modifying the Environment to Support Students with Weak Executive Skills
• Changing the Physical or Social Environment
• Modifying Tasks
• Changing the Way Adults Interact with Students

COURSE OBJECTIVES:

  1. To describe the brain processes involved in executive skill development both in typically developing children and those with executive dysfunction (such as ADHD).
  2. To identify how executive skills impact school performance and daily living.
  3. “Best practices” in assessing executive skills, including both formal and informal measures.
  4. To design interventions for improving executive skills in students, including 1) how to make environmental modifications to support weak executive skills, 2) how to develop protocols for teaching executive skills by embedding them in daily routines and classroom lessons, and 3) how to design student-centered interventions targeted to specific problem situations and executive skill challenges.
  5. The critical features of a coaching method geared to improving school performance through supporting executive skill development.

Afternoon Session: Dyslexia: What it is, What it is Not & How to Help Students
Presented by Kelli Sandman-Hurley, Ed.D and Tracy Block-Zaretsky, BA

1:15pm - 4:00pm   November 8, 2019

COURSE DESCRIPTION:

In this course participants will experience a dyslexia simulation that will include experiencing difficulty with reading, writing and processing in conjunction with a discussion of the signs and symptoms of dyslexia. Participants will learn about many popular myths about dyslexia and their realities. Appropriate remediation for students with will be described and participants will have the opportunity to practice those strategies.  We will also discuss current accommodations available to children and adults with dyslexia.

Additionally, participants will be provided an overview of Structured Word Inquiry (SWI) and how to begin to use SWI to provide remediation. SWI provides a logical process, based on linguistics, for analyzing and developing an understanding of the underlying structure of the spelling of English words. Developing true understanding of spellings will assist students with reading and spelling. SWI is instruction that assists all students, those with or without dyslexia. Participants will learn how to support students through word investigations to understand the spelling of any English word so instructors no longer utter, “Well, English is just crazy, you will have to memorize that word?

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COURSE OBJECTIVES:

  • Participants will be able to correctly define what dyslexia is and what dyslexia is not.
  • Participants will be able to identify three appropriate accommodations for students with dyslexia.
  • Participants will be able to demonstrate two appropriate interventions for students with dyslexia.
  • Participants will be able to describe the underlying structure of English orthography and understand how that teacher/instructor knowledge can improve instruction.
  • Participants will be able to identify at least three myths about dyslexia and be able to dispel those myths.
Tracy Block-Zaretsky, BA

Tracy Block-Zaretsky is the co-founder of the Dyslexia Training Institute. She has provided remediation for children and adults with dyslexia for the past 20 years and has developed and taught workplace and family literacy program. She is a certified Special…

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Afternoon Session: Working with Oppositional, Defiant & Anger Issues with Children & Adolescents
Presented by Jay Berk,Ph.D.

1:15pm - 4:00pm   November 8, 2019

COURSE DESCRIPTION:

Children diagnosed with Oppositional Defiant Disorder (ODD) can present a monumental challenge to therapists, teachers, parents and siblings. ODD and other conduct problems are the single greatest reasons for referrals to outpatient and inpatient mental health settings for children, accounting for at least half of all referrals. Complicating the success of therapeutic interventions is the high rate of comorbidity with anxiety and depressive disorders or ADHD.

Current research also correlates a variety of cognitive skill deficits including executive function, emotional regulation, language processing, and social processing. These complicating comorbidities and correlations mean that ODD often requires multidisciplinary assessment and components of mental health care, case management, and educational intervention for students and clients to improve.

This dynamic two day workshop will address a full range of behavioural disturbances, from mild to severe, in order to identify the therapeutic techniques that have proven effective. Participants will review and discuss strategies which can be immediately applied across a variety of settings including home, community, social groups, classrooms, or therapeutic.

Participants will examine the intersection of ODD with a variety of issues such as trauma, ADD, learning disabilities, bipolar disorder, and depression and discuss how these affect and alter treatment decisions. Participants will leave this workshop with a much improved diagnostic and treatment approach to ODD and other behavioural disorders.

Benefits to Attending

  • Beyond behaviour charts – Truly intervene with difficult behaviours
  • Disruptive Mood Dysregulation Disorder & important DSM-5 updates
  • The #1 reason families inadvertently fuel defiant behaviours
  • How educators and clinicians may be fuelling exactly what they are trying to stop
  • Why child/adolescent “terrorist behaviours” work
  • Technology and behaviours… video games, electronic bullying, learning styles
  • Case studies & experiences

Show more

Today’s Impact on Behaviour in Children/ Adolescents

  • DSM-5 updates
  • Diagnosis of disruptive mood dysregulation disorder
  • Impact of technology on behaviours
  • Changes in schools systems and mental health delivery
  • Non-verbal problem solving

Why Children Become Oppositional & Defiant

  • Splitting issues
  • Problem solving errors
  • Rage cycles

The Diagnosis of Oppositional Defiant Disorder

  • Impact on service delivery
  • The important difference between ODD and conduct disorder

Related Issues/Disorders that Impact Oppositional Behaviours

  • ASD
  • Sensory processing disorder
  • ADHD OCD
  • Learning disabilities
  • Tourette’s
  • Poverty and others

The Impact of Medications

  • Efficacy
  • Medication trends
  • Essential considerations regarding side effects
  • Is there a medication for oppositional behaviours?

Intervention Strategies to Reduce Passive Aggressive, Disruptive & Violent Behaviours

  • Individual/group/classroom
  • Create immediate changes in behaviour
  • Strategies for aggressive behaviours without restraints
  • Ways to recognize and recover

Intervention Strategies That Do Not Work & How to Fix Them

  • Pitfalls in behaviour plans and how to effectively revise
  • Effective strategies with minimal staff time

COURSE OUTLINE:

Intervention Options in a Variety of Settings

  • Creative problem solving techniques
  • Methods to reduce maladaptive problem solving

Strategies to Work with Parents & Staff Members

  • Resistant and non-disciplining parents
  • Keeping your team effective
  • Dealing with burned out staff members

 

COURSE OBJECTIVES:

  • Identify oppositional behaviour and causes
  • Implement strategies with the child/adolescent who refuses to talk
  • Describe why “regular” strategies (rewards, punishments) don’t work and ways to improve
  • Differentiate oppositional behaviours caused by ASD and ADHD
  • Design and implement intervention strategies to reduce passive aggressive, disruptive and violent behaviours
  • Write and implement effective behaviour plans for the classroom
  • Reduce the disruptive impact and risk to other children or adolescents in the classroom, family or group

Registration & Fees

Registration Early bird Fee Regular Fee
Individual 1 Day Enrollment $249 $269
Individual 2 Day Enrollment $449 $469
Individual 3 Day Enrollment $639 $659
Group 3-7 $619 $639
Group 8-14 $599 $619
Group 15+ $579 $599
Full-Time Student $579 $599

All fees are in Canadian dollars ($CAD).

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

Early bird cutoff date: October 23, 2019
To receive the early bird rate, registration and payment must be received by Wednesday, October 23, 2019.


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


Downloads

All brochures and forms are provided in .PDF format.
If you are unable to open our files, we recommend downloading Adobe Reader for free.


Brochure (.PDF)   Registration Form (.PDF)  


Exhibitors are welcome at this event. We are pleased to offer sponsorship opportunities to businesses and organizations that provide services related to nursing, psychotherapy, addictions treatment, counselling, marriage & family therapy, psychology and other related fields.
More information


Recommended Accommodation

Victoria Inn Hotel and Conference Centre

1808 Wellington Avenue, Winnipeg, MB

phone:  204.786.4801

website:  https://winnipeg.vicinn.com/

 Full map & directions


Our rates:

Please contact the hotel directly for current group rates, when booking please reference “Jack Hirose & Associates”. To make a reservation over the phone, please call 1.877.842.4667



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

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