Training in Cognitive Behavioral Interventions for High-Functioning Autism: Improve Social Skills, Mood and Challenging Behaviors in Children, Adolescents & Young Adults

CPD

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Speaker

Cara Marker Daily, PhD, BCBA Related seminars and products

Daily Behavioral Health

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Cara Marker Daily, PhD, BCBA, is a licensed psychologist and a Board Certified Behavior Analyst with over 20 years of experience providing assessment and treatment for children, adolescents and young adults with autism in the home, school, hospital and community settings. She works directly with educators, speech/language pathologists, occupational therapists, BCBAs and other professionals. Dr. Daily is the president and training director of Daily Behavioral Health, a leading behavioral health provider in northeast Ohio specializing in assessment, consultation, and treatment of autism, anxiety and disruptive behavior disorders. She is the founder and executive director of the Building Behaviors Autism Center, which has received numerous grants to provide free and reduced cost applied behavioral analysis services to individuals with autism.

Dr. Daily has written several cognitive-behavioral and behavioral-based curriculums focusing on teaching daily living skills to children with autism and published a peer-reviewed journal article supporting evidence for success of these programs. She has presented nationally on topics of autism, disruptive behaviors disorders, anxiety and chronic health conditions in the pediatric population. Dr. Daily has been featured in radio, television, and other media platforms in northeast Ohio. She is the author of The Key to Autism: An Evidence-Based Workbook for Assessing and Treating Children & Adolescents (PESI, 2016).

Dr. Daily received her Ph.D. in School Psychology at the University of South Carolina, and completed an internship in Pediatric Psychology at the Children’s Hospital of Philadelphia and a postdoctoral fellowship in Pediatric Psychology at The Children’s Hospital at The Cleveland Clinic. Dr. Daily is a member of the Department of Pediatrics at Fairview Hospital at the Cleveland Clinic, the American Psychological Association, the Ohio Psychological Association, and the Christian Association of Psychological Studies.

 

Speaker Disclosures:

Financial: Cara Marker Daily is the president/training director for Daily Behavioral Health, Inc.  She is the founder/executive director of the Building Behaviors Autism Center.  She is an author for PESI Publishing & Media and receives royalties. Dr. Daily receives a speaking honorarium from PESI, Inc. She has no relevant financial relationships with ineligible organizations.

Non-financial: Cara Marker Daily is a community advisory board member of the Fairview Hospital. She is a board member for Building Behaviors Autism Center. She is a member of the American Psychological Association and the Ohio Psychological Association.

 

Alternate Options

Objectives

1. Assess, screen and diagnose High-Functioning Autism (HFA) using DSM-5® and ICD-10 diagnostic criteria.
2. Differentiate between neurological abilities and impairments in clients diagnosed with HFA.
3. Create a comprehensive treatment plan that targets symptoms of HFA based on results of a psychosocial assessment.
4. Compare and evaluate empirically-validated strategies for treating children diagnosed with HFA.
5. Evaluate and develop your communication style to facilitate effective, reciprocal conversations with clients diagnosed with HFA.
6. Utilize developmentally appropriate interventions to teach your clients with HFA how to engage in appropriate sexual behaviors.
7. Employ sensory-based relaxation techniques to reduce symptoms of anxiety in your clients with HFA.
8. Implement visual strategies to assist clients with executive functioning deficits.
9. Use case examples to identify the two major functions of a specific behavior.
10. Evaluate the ethical dilemmas associated with utilizing specific punishment techniques, including time-out and seclusion.
11. Utilize techniques of mindfulness, CBT, and family therapy to treat depression in clients with HFA.
12. Assist clients in identifying thoughts and feelings in anxious situations and develop a plan for effective coping.
13. Incorporate techniques of exposure and response prevention in treating OCD with clients who have been diagnosed with HFA.
14. Recognize the potential side effects of psychotropic medication that can mimic or cause behavioral issues related to HFA.

Outline

• ICD-10 versus DSM-5®
• Social (pragmatic) communication disorder
• Comorbid disorders: Conceptual framework

• Anxiety/depression and other comorbid disorders
• Social skills
• Career planning
• Sex education

• Latest research in ASD brain development
• Enhanced versus impaired abilities
• Information processing: typical brain versus brain with autism
• Activities: Experience how an individual with ASD processes tasks

• Visual systems to improve communication
• Teach turn taking and pragmatic language in conversations
• Programs to assist in generalizing social skills
• Video modeling and role play to teach social rules
• Social stories and social autopsies
• Case study: 6-year-old female, hand flapping, rocking, and high pitch squealing sounds

• Staying on-task and motivation
• Schedules, timelines, web diagramming
• More preferred tasks
• Creating home base
• Cast study: 11-year-old male, difficulty planning/organizing, needs help with pragmatic language skills

• Applied behavioral analysis techniques
• Token economy systems
• Functional Behavioral Assessments
• Cast study: 10-year-old male, impulsive, engages in stealing behaviors

• Body awareness, exploration of self, sexual arousal and puberty
• Steps to dating and sexual relationships
• Education on masturbation and pornography
• Decrease stalking behaviors
• Case study: 14-year-old male, frequent masturbation and stalking behaviors

• Recognize and understand emotional and physical reactions to anxiety
• Clarifying thoughts and feelings in anxious situations
• Develop plans for effective coping
• Evaluate performance and giving self-reinforcement
• Case study: 9-year-old male, generalized anxiety disorder, and school phobia

• Mapping OCD
• Creating the tool kit
• Family sessions
• Relapse prevention
• Case study: 22-year-old female, excessive hand washing

• Cognitive-behavioral therapies
• Mindfulness-based therapies
• Social and vocational programs
• Family therapy
• Case study: 15-year-old male, hates school and has a plan, intent, and timeline for suicide

• Commonly prescribed medications
• Medication efficacy
• Risks versus benefits
• Case study: 17-year-old male, flat affect, on medication for ADHD and anxiety

• Gender Dysphoria/LGBTQ
• Multicultural
• Suicide
• Limitations of research and potential risks
• Case Study: 19-year-old female, identifies as nonbinary and wears binder

• Welfare of the individual
• Informed consent
• Use of restraints
• Time-out versus seclusion
• Case study: 8-year-old male, screaming, standing on top of table with scissors in his hand

Target Audience

• Psychologists
• Counselors
• Social Workers
• Marriage and Family Therapists
• School Psychologists
• School Counselors
• School Social Workers
• Psychiatrists

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