What To Do After The Meltdown: Practical Strategies for Prevention, Intervention & Instructional Consequences

Day Three: The Toronto Educators' Conference

Presented by Kathy Morris, M.Ed.

Thursday, May 2, 2019  |  Toronto, on

Date & Location

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.

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.

Agenda

• 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

Learning 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

Your Presenter

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 Skills/autism/ behaviour/assistive technology consultant at a Texas education service center before leaving to start her own business in 1999. Her business, igivuWings, has reached families and educators throughout the world,. Kathy has had over 42 years of experience working with children and adolescents with severe behavioural difficulties.

Registration & Fees