2-Day Autism Spectrum Masterclass

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
• Distress tolerance skills

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

Special Considerations

• 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
• Limitations of research and potential risks