Live Webinar for Therapists. Complete 4 sessions for 12 Contact Hours (1.2 CEUs)
March 24, 26, 31 and April 2, 2025
5:40 pm EST • 4:40 pm CST • 3:40 pm MST • 2:40 pm PST (US)
Registration includes access to 4 sessions and all handouts. Please download the above brochure for full schedule.
SAVE $20 when you register by February 10, 2025. Use coupon code EARLYBIRD20 at checkout.
COURSE DESCRIPTION:
Neurodiversity affirming is a description that more and more therapists are using in their practices today, but it is much more than just changing your language and a basic understanding of Autism. While this course will address the basics of affirming language, the Double Empathy Problem, and masking, we will also focus on developing a sense of felt safety and connection, low versus high functioning environments, understanding and honoring all forms of communication, supporting sensory differences, and self-determination. Learn how to write measurable goals that are strength based and actually promote a student’s access to the supports they have helped to identify. This course will include current research, case studies and practical strategies that can be applied to early intervention, elementary, middle, and high school.
LEARNING OBJECTIVES:
- Identify the potential impact on an Autistic person’s mental health living in a world designed for a neurotypical brain.
- Recognize the impact of the Double Empathy Problem on a student/adult relationship.
- Utilize at least 2 ways to build a sense of felt safety with a student.
- Integrate 2 ways to honor all forms of communication when creating a relationship with a student.
- Choose a way to change a low functioning environment to a high functioning environment.
- Relate the positive impact of a strength-based approach on a student’s sense of self-determination.
- Determine at least 2 interventions to support a Neurodivergent client’s self-advocacy.
AUDIENCE:
This course is designed for PTs, PTAs, OTs, COTAs and SLPs working in Home Care, Outpatient or School settings with Pediatric, Birth to 3, Early Intervention or School-Aged (3-21) populations.
Kristin Jones, a Neurodivergent Occupational Therapist, has been practicing OT for over 23 years. She has worked in multiple pediatric settings including early intervention, outpatient clinic, respectful feeding, and school based. The past 14 years she has been at the Community School of Davidson where she has taken the lead in guiding the administration and staff to become a trauma informed and neurodiversity affirming organization. Kristin has a passion for the latest research in brain development and translating this information for teachers to apply in the classroom. Her favorite quote is “if they could, they would”. It is our responsibility as educators to figure out the “why” to provide the most effective strategies for student success and to ensure the student feels understood.
Financial Disclosures: Kristin Jones receives a speaking fee when she teaches for ERI.
Non-Financial Disclosures: Kristin Jones has no relevant nonfinancial relationships to disclose.
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