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Pre-Conference Workshops:
Friday, November 5, 2010
10:00 – 12 noon
1. Coaching Parents to Learn Floortime from the Inside Out
This workshop will focus on the ins and outs of coaching parents. Parents want to experience themselves as creative players and effective caregivers. This happens when we help parents learn how to think about crafting Floortime play from the big ideas, rather than tell them what to do. We will look at vignettes from sessions and think together about how to make the best use of our coaching in the moment.
Barbara Kalmanson, Ph.D., Clinical Psychologist and Special Educator, San Francisco, CA and Dean, ICDL Graduate School
2. Engaging Communication: Understanding the Developmental Process of Speech Through the DIR/Floortime Lens.
The DIR model provides a foundation for the developmental speech language pathologist to uncover non-verbal, intentional, communicative behavior. It is through this behavior that affect, sensory and cognitive skills are expressed and language development. This workshop will assist participants in understanding the DIR functional developmental capacities and their impact on communication development. Videotape examples will be used to enhance specific concepts as well as provide participants with specific assessment and intervention strategies. Audience participation in the learning process will be encouraged.
Sherri Cawn, M.A., CCC/SLP., Speech-Language Pathologist, Northbrook, IL, DIR Faculty
3. Everything you Always Wanted to Know About Research and Intervention in Sensory Processing Disorder. but Were Afraid to Ask!
This workshop will summarize the recent research by the SPD Foundation and the STAR (Sensory Treatment And Research ) Center in Denver, CO since 1995 on Sensory Processing Disorder (SPD). Compelling data suggests that SPD is a valid diagnosis, that there may be a genetic component to the disorder, and that it is quite prevalent and likely leads to social problems, and externalizing and internalizing deficits. The subtypes of Sensory Processing Disorder will be defined followed by the specific treatment approaches to each one with videos using an intervention model derived from work by Ayres, Greenspan, Wieder and others which have successfully treated these disorders.
Lucy Jane Miller, Ph.D. OTR, Director, SPD Foundation
4. How to Address the Individual Profile of the Child in Group Interactions
Every child has a unique profile. Understanding children's individual differences in sensory modulation, processing, and organization of a behavioral and emotional response is even more crucial when helping children interact with other children, whose unique profiles might be similar or very different from each other. This workshop will show concrete examples, using video clips, of how professionals can facilitate group interactions among children with ASD in a summer camp setting, by addressing the child's individual profile within the group.
Rosemary White, OTR/L, Director, Pediatric Physical and Occupational Therapy Services, Seattle, WA
5. Medication Support for DIR School Programs
This workshop will discuss the role of specific medications in supporting DIR educational programs. It will focus on the skills necessary to more effectively support and manage the use of medication as part of the program. Participants will learn about common pitfalls that can impact the student, teacher, family team and/or doctor, and ways to address them.
Josh Feder, M.D., Child and Family Psychiatrist, Solana Beach, CA
Post-Conference Workshops
Sunday, November 7, 2010
1:30 – 3:30 pm
6. Hidden in Plain Sight: The Underlying Developmental Deficits of Anxiety
Anxiety is experienced by all children as they grow and develop but is especially challenging for children on the autism spectrum and others who face learning difficulties. This workshop will focus on various aspects of this disorder from a physiological, sensory processing, developmental, educational and emotional perspective and how these aspects interact. The developmental pathways to anxiety and expected developmental anxieties and solutions will be discussed. But anxiety can also derail adaptation and learning seen in rigidities, constrictions, obsessions, aggression, and other social, educational and behavioral problems. What you see is not always clearly related to the underlying deficits which need to be treated for greater adaptation and learning. Special focus will be given to the role of comprehension, visual spatial, emotional, reality testing and symbolic development, as well as the challenges anxiety poses in school and how to provide the experiences to progress.
Serena Wieder, Ph.D., Director, DIR Institute and Associate Chair, ICDL, Clinical Psychologist, Silver Spring, MD, Ricki Robinson, M.D., M.P.H., Clinical Professor of Pediatrics, Keck School of Medicine, University of Southern California, and Monica Osgood, Founder/Executive Director, Celebrate the Children, Wharton, NJ
7. Mood Disorders in Very Young Children: Moving Away From DSM and Moving Toward Development!
This workshop will review how moods emerge in infants and toddlers and explore how moods get derailed and how affective disorders evolve. It will include an overview of the spectrum of affective disorders.
Ira Glovinsky, Ph.D., Clinical Psychologist, Ann Arbor, MI
8. Sensory Integration and Individual Differences: A Basic Understanding
Understanding the child's sensory profile is essential for all interactions and learning. This workshop will examine the sensory modulation continuum of sensory registration and response to stimuli and how it influences behavior, attention, impulse control, postural control, motor control, and functional skills. It will address motor planning, the core capacity necessary for sequencing interactions with people and objects, as well as building bridges between ideas and abstract thought.
Rosemary White, OTR/L, Director, Pediatric Physical and Occupational Therapy Services, Seattle, WA
9. Unconventional Entries into Language: Understanding the Nature of Scripts and How to Nurture Children Who Use Them
In this workshop, we will explore how one child s use of scripts reflected his challenges in symbolic capacity including the comprehension and production of language and symbolic play. The language intervention goals and strategies, based on DIR and developmental language models, will be discussed at three points in the child's therapy - when he was 5 years, 7 years, and 9 years of age. Through this discussion, we will deepen our understanding of why children may produce scripts; how and why scripting can be used to facilitate shared attention, shared meaning, shared intentionality, symbolic play, and language; and what the clinician learned from studying one child's scripting over time.
Sima Gerber, Ph.D. CCC, Professor of Communication Disorders, Queens College, CUNY
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