Masterclass di 2 giorni sullo spettro autistico

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Rebecca Sachs, PhD, ABPP Related seminars and products

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Rebecca Sachs, PhD, ABPP, è una psicologa clinica specializzata nella valutazione e nel trattamento di individui nello spettro autistico che presentano anche disturbi co-occorrenti difficili, come il disturbo ossessivo-compulsivo (OCD) e l'ansia grave. Lavora con le persone in tutto l'arco della vita e crede nel potenziamento delle persone e delle loro famiglie con conoscenze e competenze. Certificata dal Board in psicologia comportamentale e cognitiva, la dottoressa Sachs ha recentemente ottenuto una sovvenzione finanziata a livello federale dall'Ufficio per la Salute Mentale dello Stato di New York, con l'obiettivo di aiutare a formare i fornitori di servizi basati sulla comunità a servire meglio i bambini e i giovani che hanno una doppia diagnosi di malattia mentale, come il disturbo ossessivo compulsivo, e una disabilità dello sviluppo. Ha uno studio privato a New York ed è co-direttrice di Successful School Transitions, un programma completo per il rifiuto della scuola. La dottoressa Sachs ha conseguito la laurea e il dottorato rispettivamente presso la New York University e la Hofstra University, e ha completato una borsa di studio post-dottorato presso l'Università di Miami. Oltre a questi ruoli, la dottoressa Sachs è mamma di un energico e determinato bambino di 6 anni e matrigna del quindicenne più cool del mondo.

 

Rivelazioni dell'oratore:
Finanziarie: La Dr.ssa Rebecca Sachs è cofondatrice di Successful School Transitions e gestisce uno studio privato. Ha rapporti di lavoro con la International OCD Foundation e con il LIU Post. La Dr.ssa Sachs riceve un onorario per le conferenze e le royalties per le registrazioni da PESI, Inc. Non ha relazioni finanziarie rilevanti con organizzazioni non ammissibili.
Non finanziario: La Dr.ssa Rebecca Sachs è membro dell'Anxiety and Depression Association of America, dell'Asperger Syndrome and High Functioning Autism Associations, dell'Association for Behavioral and Cognitive Therapies e della New York State Psychological Association.

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Obiettivi

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

Schema

Rethinking Autism

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

Assessments: From Observational to Standardized Tools

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

Effectively Intervene Early

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

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

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

Thinking Differences to Help Autistic Individuals Thrive

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

Executive Functioning Differences in Autistic individuals and “AuDHD”

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

Communication and Social Interaction Needs

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

Emotion Information Processing Differences and Supports

• Understand alexithymia and teach emotion identification
• Arousal and amplitude of emotional experiences
• How emotional processing and sensory differences interact
• Implications of the double empathy problem and how to address
• Capacità di tollerare il disagio

Manage and Sensory, Motor, and Interoception Needs

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

Behaviors that Challenge vs. Challenging Behaviors

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

Treating Co-Occurring Anxiety, OCD, and Related Conditions

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

Reduce Depressive Symptoms and Suicidal Ideation

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

Romance, Sexuality, and Identity Considerations

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

Psychopharmacological Interventions

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

Ethical Challenges in Autism

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

Considerazioni speciali

• Trauma and autism: Similarities, differences, when they co-occur
• Sleep issues and sleep regulation
• Multicultural and gender differences
• Independent living/career planning
• Guardianship and legal issues
• Limitazioni della ricerca e rischi potenziali

Pubblico di riferimento

• Psicologi
• Consulenti
• Assistenti sociali
• Terapisti del matrimonio e della famiglia
• Psicologi scolastici
• Consulenti scolastici
• Assistenti sociali scolastici
• Patologi del linguaggio
• Terapisti occupazionali
• Assistenti di terapia occupazionale
• Amministratori scolastici
• Special Education Teachers
• General Education Teachers
• School-based Personnel
• Behavioral Intervention Specialists
• Psichiatri
• Paraprofessionisti educativi
• Youth Leaders
• Probation Officers
• Clero
• Other helping professionals who work with children/adolescents/young adults