Early Intervention for Autism: A Developmental Approach to Assessment & Treatment – Griffin Doyle

Early Intervention for Autism: A Developmental Approach to Assessment & Treatment – Griffin Doyle

Early detection is critical to effective autism treatment… every moment counts.
But, at what age can you effectively identify autism and begin treatment? Do you know how to start treatment with very young children? Autism expert, Griffin Doyle, PhD, will show you the answers to these questions and more!
Looking through a developmental lens, you will learn new and improved strategies allowing you to effectively close the gap between what you know about autism and how to begin early treatment!
Through case examples, videos and lively class discussion you’ll be guided on how you can identify key markers of autism and begin treatment with children as young as 9 months old. You’ll get specific instruction so you can effectively intervene, prevent regression and promote developmental gains in young children – even prior to formal diagnosis.
In this recording, you’ll learn the necessary skills you need to:

• Ask “What is missing?” – Subtle differences in neurotypical and ASD-like children
• Identify the easy-to-miss ‘red flags’ of ASD in infants, toddlers and young children
• Develop an initial working profile of sensory-motor processing deficiencies
• Customize treatment plans for each child’s unique challenges
• Positively impact clinical outcomes with evidence-based therapeutic strategies to reduce and replace maladaptive behaviors.

Don’t let a wait and see approach cost kids a better future. Intervene early when brain plasticity is much more pronounced and the impact of intervention is much more comprehensive!
You’ll get the early identification and intervention skills you need to make a life-changing impact on children with autism!

1. Summarize the core functional emotional developmental capacities as they relate to assessment and treatment of autism in clients.
2. Assess for “red flags” and subtle signs of “autistic-like” behaviors seen in young children who are at risk for autism.
3. Use formal/developmental assessment protocols to determine if autism is present.
4. Implement clinical techniques to reduce problematic behaviors inherent to young children with autism.
5. Use affect-based strategies to improve client engagement and reciprocity in clinical treatment.
6. Design an intervention treatment plan customized to meet the developmental needs of each individual child.

Here’s What’s Included:     

• The Developmental Perspective
  Core functional emotional capacities: Case examples
  Inherited neurobiology and human experience
  Infant/Child seeking security, information, meaning
  Role of the parent-child bond
  All developmental domains are interdependent
  What typical traits are missing in ASD-like behavior?
• Assessment and Easy-To-Miss “Red Flags”
  Earliest atypical infant behavior
  DSM-5® criteria
  Formal evaluations
  Your play/activity with child
  Informal and qualitative traits
  Parent-Child (P-C) Interaction
  Differentiating SID or Expressive-Receptive LD from ASD
  Current research findings
• Developmental Evaluation
  Rate six core functional stages
  Regulation and shared attention
  Warm engagement
  Intention and purposeful, reciprocal interaction
  Continuous interaction and problem-solving
  Symbolic play and language
  Representational thinking
  Level of communication and play/activity
  Quality of P-C emotional bond
  Joint Attention (JA) and Imitation
  Atypical Sensory-Motor Systems
  Patterns and triggers for ASD-like behavior
• INTERVENTION STRATEGIES AND TECHNIQUES
  Encourage Shared Play and Pleasure
  Establish and hold mutual engagement
  Track child’s interests at his/her functional level
  Follow child’s back-and-forth pace
  Find Fun!! Go for the “Gleam” and eye contact
  Gently join self-absorbing action
  Invite/model further exploration
  Inject needed “affect”
  Reciprocity/communication
  Intentionality
  Rigidity/transitions
• Treat Difficult Behaviors
  Dysregulation, security seeking
  Meltdowns
  Seeking/avoiding
  Stimming/self-absorbed
  Perseveration
  Physical proximity/holding
  Eating/sleeping problems
• Major Treatment Approaches
  Relationship-based, ABA, mixed programs
  Application of Developmental (DIR) Model
  Dyadic treatment approach
• Developmental Treatment Framework
  Create a treatment plan in class: Class example
  Follow developmental evaluation
  Prepare suitable sensory-motor environment
  Shoot for child succeeding at his developmental level
  Follow and join child’s interests
• Empower Parents and Families
  Help them come to terms with the ASD diagnosis
  Strategies for grief, stress, anxiety and depression
  Strengthen/coach the parent-child relationship: Case example
  Understand their child’s behavior and motives
  Team work/referral process
  Coordination with school placement

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