We offer the following one-day seminars and professional development workshops. (For detailed information, please click on the following individual seminar titles):
1. Evidence-Based Strategies in the Management of Autism & Asperger’s Syndrome
There are several strategies/treatments in the area of Autism Spectrum Disorders. A Google search on “treatment of autism” shows more than 300+ million hits/results. Choosing the right technique can be a daunting/confusing task even for doctors and mental health specialists in this field. This course will help you understand some of the evidence-based strategies supported by international research in the management of autism and Asperger’s syndrome.
2. An introduction to Applied Behaviour Analysis (ABA) for Parents & Educators
ABA has a high reputation amongst researchers and clinicians and is considered a “gold standard” in the treatment of autism. This does not mean that ABA is used only for teaching students with autism. Applied Behaviour Analysis (ABA) based strategies can be used to improve socially significant behaviors of normal/typical children, children and adults with autism, and children and adults with intellectual and/or developmental disabilities/challenges.
3. Enhancing Emotional Intelligence: A way to improve Relationships at Work: A PD Workshop (EI-PD)
Emotional Intelligence (EI) is not only important in one’s community and family relationships but also at work. Since people spend a significant amount of time at work, a stressful work environment can inadvertently affect an individual’s well-being and quality of life. Enhancing EI is one of the ways to facilitate better relationships at work. Unlike Cognitive Intelligence, Emotional Intelligence skills can be learned and improved with training and practice.
4. Cognitive Fitness and Critical Thinking (CF&CT)
Scientific thinking or critical thinking is a skill and an attitude that requires fostering. It demands frequent careful self-examination and the ability to criticize and scrutinize our own thinking errors and enhance tolerance to accepting our own mistakes. We also need friends and “cognitive foes” who can point out our thinking errors. Critical thinking need not be focused on criticizing the thinking of others but rather on the ability and humility to criticize our own thinking.
5. Functional Behaviour Assessment (FBA)
Functional Behaviour Assessment (FBA) is a problem-solving process for understanding the causes of challenging behaviors in the classroom. The FBA team tries to determine ‘why’ the student is engaging in problem behaviors. Based on FBA, a Behaviour Intervention Plan can be developed to address inappropriate behaviors and facilitate appropriate replacement behaviors.
6. An Understanding of Asperger’s Syndrome (AS)
Asperger’s Syndrome (AS) involves problems with social interaction and restricted, repeated patterns of behavior, interests, or activities. Milder than autism, it is often referred to as a hidden disability. Children with AS are often not diagnosed/identified until they are 10-12 years, but if identified earlier they can be more successfully taught to socialize better.
Although DSM 5 replaces the label of Asperger’s syndrome with ASD, still it is crucial to identify people with subtle/milder features of autism or people with high-functioning autism (HFA). Identifying and implementing appropriate strategies for children, teens, and adults on the higher end of the spectrum with subtle, yet complex features of autism can remain a professionally challenging task.
This seminar will address the issues/topics with the perspective and language appropriate for parents, teachers, and the general public. For an advanced professional-level discussion appropriate for academicians, researchers, and clinicians, see workshop # 12, titled “Identification, Diagnosis, and Management of High functioning autism (HFA) and Asperger’s Syndrome (AS)
7. An Understanding of Autism Spectrum Disorders (ASD)
Autism is a neuro-developmental disability that impacts a person’s ability to socialize, communicate and interact with others. People on the autism spectrum may think and behave in certain rigid and inflexible ways and at times may engage in repetitive or obsessive activities/routines. Although autism is generally considered a disability, many people on the spectrum exhibit several positive traits and behaviors. International research studies have indicated that ASD (Autism Spectrum Disorder) is the fastest-growing developmental disability.
8. Basics of Emotional Intelligence: A Community Education Seminar (EIB)
The concept of conventional intelligence (IQ) is too narrow and often fails to predict success in life. Psychologist and author, Daniel Goleman has redefined ‘smartness’ in his groundbreaking book titled ‘Emotional Intelligence’ and describes EI as ‘the capacity for recognizing our own feelings and those of others, for motivating ourselves and for managing emotions well in ourselves and in our relationships’. This one-day seminar will provide the basis for understanding EI
9. School-based strategies for motivating student learning and managing students’ challenging behaviors
Two of the main challenges for schools are enhancing student motivation for learning new skills and reducing the occurrence of annoying and/or distracting behaviors in the classroom. This course will highlight the process of applying evidence-based classroom strategies to create positive learning environments for students. It will also focus on a problem-solving approach to understanding the causes of challenging behaviors in the classroom.
10. Classroom management of students with Social Difficulties and/or Asperger’s Syndrome
Teachers, parents, and the general public are aware of Autism but Asperger’s Syndrome (AS) is still largely an “unknown” condition. One of the core symptoms of Asperger’s Syndrome is a sustained impairment in social interaction. Since Asperger’s is milder than Autism, children were often not identified until they were 10-12 years old when social problems became more apparent. If students are identified early during their school years, they can be taught to socialize better and cope with the challenges of everyday life
11. Application of Emotional Intelligence and Behavioural Strategies for the Enhancement of a Positive Organizational Culture
The overall contents and format of this workshop are similar to that of workshop#3, “Enhancing Emotional Intelligence”. However, this seminar has been designed for a group of participants from the same organization.
Organizational culture can be a major stumbling block, at times, in making meaningful changes in the behaviors and attitudes of a group of individuals belonging to an organization. The group dynamics need to be facilitated to avoid unnecessary conflicts and resistance.
Mode of presentation: In addition to the conventional presentation methods, an Applied Behaviour Analysis (ABA) based strategy called 'Interteaching ' will be employed for imparting the information/knowledge and to enhance active involvement/engagement by the participants.
12. Identification, Diagnosis, and Management of High Functioning Autism (HFA) and Asperger’s Syndrome (AS):
This professional workshop is designed for Psychologists, Psychiatrists, Behaviour Analysts, Pediatricians, Mental Health Nurses, Occupational Therapists, Speech Language Therapists and General Physicians.
It is not difficult to identify and diagnose a person with autism on the lower end of the spectrum. Autism (classic) was considered a very rare condition and a severe disability until a few decades ago. The movie, “Rain Man” might have given its share in creating such a stereotype about people with autism. The scenario is totally different with regard to high-functioning autism and/or Asperger’s syndrome (AS). This is one of the most complex and also the least understood disorders/conditions. Considerable confusion exists among mental health professionals about ‘autistics’ on the higher end of the spectrum/condition. This is true even in many of the advanced countries in the world.
It is difficult for many people to believe that someone with autism could be working as a successful, award-winning reporter for the New York Times or as the CEO of a multi-million dollar national corporation, or as a professor in a university department, without others noticing him/her as autistic. There are a number of highly successful celebrities, politicians, scientists, and Nobel prize winners with HFA or Asperger’s syndrome. A Google search on “famous people with Asperger’s syndrome” will give an unscientific, yet preliminary picture about the range of people thought to have had AS. Some people are diagnosed in their 40s and 50s and they might have spent most of their lives in a ‘social shell’ without realizing why they were different. There are many people with undiagnosed Asperger’s from all walks of life.
Although DSM 5 replaces the label of Asperger’s syndrome with ASD, still it is crucial to identify people with subtle/milder features of autism or people with high-functioning autism (HFA). Identifying and properly diagnosing someone on the higher end of the spectrum with subtle, yet complex features (cognitive, emotional, and behavioral) of autism can remain a professionally challenging task
13. Autism-Friendly Schools, Homes, and Communities: Strategies for Teachers and parents
There is a significant increase in the number of children identified with ASD worldwide. While there is no cure for ASD, several research studies have produced substantial evidence that early identification and intensive behavioral interventions can result in significant progress. On the other hand, a lack of ‘autism awareness’ among school personnel and significant others in the community can be a major barrier to achieving the expected progress for a student with ASD. Poor understanding of the triad of impairments of autism can be a major stumbling block in providing an inclusive education for students with ASD.
14. Social and Emotional Skills Training for Children, Teens and adults
Most students quickly acquire basic social and emotional skills during their primary school years. The social skills learned/acquired during primary school years can also be a crucial asset later in adult life. These skills allow them to meet and greet, have friendships, and deal with conflict; but for some other students acquiring these skills can be difficult. Early identification of these difficulties is crucial. In some children, such difficulties can be glaringly obvious in their day-to-day interactions and thus difficult to ignore. In some other students, these social skill difficulties are very subtle and can be overlooked or misidentified as shyness, rudeness, anger, poor parenting, naughty behavior, or even giftedness.
15. The Orchestra without a Conductor – Exploring the Challenge of Executive Function
This four-part workshop series was designed mainly for training therapists, psychologists, behavior specialists, and for paraprofessionals engaged in the direct intensive intervention of students and clients exhibiting challenging behaviors, and social and emotional difficulties at school, home, and in the community.
Workshop 1– A closer look at the Dynamics and Features of Autism for planning effective interventions
Workshop 2– Evidence-based intervention strategies for Supporting and teaching students
Workshop 3– Focus on challenging behaviors: ABA and FBA-based interventions
Workshop 4– Empowering students with life skills: The importance of enhancing social and emotional skills.
Tailored Workshops:
These Seminars were designed initially as continuing education courses for the University of Waikato (Hamilton & Tauranga), the New Zealand Ministry of Education-Special Education (Hamilton), and Help University (Malaysia) during the past five years. For further description of these seminars visit the page on "More Info-Seminars".
CONTACT US: For other details on organizing a seminar/workshop at your location/organization, contact us by:
email: forthomas@yahoo.com
text/phone: +1 575 243 7557