Full Course Description

Advanced Assessment of Autism in Children, Teens & Young Adults: Differential Diagnosis, Masking & Internalizing Profiles

Details coming soon!

Copyright : 11/18/2026

Sensory & Interoceptive Foundations for Emotional and Behavioral Regulation Across Development

Details coming soon!

Copyright : 11/18/2026

When Autism Support Needs Are High: Tools for Regulation, Communication & Daily Life

Details coming soon!

Copyright : 11/18/2026

Autistic Family and Sibling Dynamics: Fostering Understanding, Balance, and Support

Details coming soon!

Copyright : 11/18/2026

Autism, Gender Diversity & Bullying: Protecting Youth in School & Community Spaces

Details coming soon!

Copyright : 11/18/2026

PDA, Autonomy & Nervous-System-Driven Demand Avoidance Across Development: Transforming Combative to Collaborative

Finally understand the child, teen, or young adult who appears to “refuse everything” – creating a powerful shift for families who feel stuck & helpless.

This session reframes demand avoidance as a nervous-system-driven response rooted in anxiety, sensory overload, and self-regulation challenges, offering families and clinicians a respectful, effective path forward.

PDA related to anxiety and sensory overload vs oppositional defiance
Autonomy-first approaches that reduce nervous-system threat and support self-regulation and emotional safety
Flexible-thinking and tolerance-building supports that address perspective mismatch, emotional awareness, and relational regulation
Low-pressure environments that promote participation, collaboration, and safety across home, school, and community contexts

Program Information

Objectives

Identify and discern the differences between PDA and ODD.
Utilize technique to identify the function of a PDA behavior and promote awareness of Individualized reinforcements.
Identify the 7 methods of collaborative communication to diffuse PDA behaviors.

Outline

What is PDA and how is it misinterpreted as ODD (limitations of research and potential risks)

What are the differences? What are the similarities (Brief symptom review)
- Mood/Sensory dysregulation
- Distraction avoidance
- Social appearance (bossy/controlling)
- Refusal to access help
- Rich imaginative play
How do we tease these things apart, and how does this inform our interactions?

What are the goals of the PDA individual?

Power/Control across the developmental spectrum
Anxiety regulation
How is this creating a predictable attachment cycle (activity for attachment cycle)

Techniques for a Collaborative environment and diffusing PDA:

Minimizing unneeded sensory input (environmental changes) brief discussion
Awareness of vocal tone & tempo (Adult communication awareness) brief discussion
Preparation of transitions (injecting a pause for expectation) Priming the Pump Activity
Use of visual cuing (left/right hemisphere engagement for regulation) brief discussion
Flexible thinking and compromise (collaborative communication) brief example
Use of indirect language skills (open ended questions/creating creative approaches to task requests) brief example
Indirect Praise and successive approximations brief discussion

Activity (Self-Esteem cake-)

How do we help kids self-identify need not being met in their environment?
How do we give kids a voice for the kinds of non-tangible reinforcements that work just for them?

Questions and Closing

Target Audience

Counselors
Social Workers
Psychologists
Educators
Occupational Therapists
Speech Language Pathologists
Marriage and Family Therapists

Copyright : 11/19/2026

Neurodiversity-Affirming Play Therapy for Connection & Regulation

Details coming soon!

Copyright : 11/19/2026

Sandtray & Sensory-Expressive Therapies for Minimally Speaking & Highly Distressed Youth

Details coming soon!

Copyright : 11/19/2026

From Compliance to Connection: Tools to Support Joint Engagement

Details coming soon!

Copyright : 11/19/2026

Collaboration 24/7 to Create Functional and Meaningful Accommodations

Details coming soon!

Copyright : 11/19/2026

Neurodevelopment, Co‑Occurring Conditions & Medical Supports in Autism

Autism emerges within a complex neurodevelopmental context that often includes medical, cognitive, emotional, and physiological differences. This session offers a concise framework for understanding brain development in autism, common co occurring conditions, and the appropriate role of pharmacological and nutritional supports within comprehensive, practical, neurodiversity affirming care.

Neurodevelopmental foundations of autism, cognition, and self regulation across childhood
Common co occurring conditions, including anxiety, ADHD, sleep disturbances, GI concerns, and mood differences
Overview of pharmacological supports: indications, benefits, limitations, and monitoring within ethical autism care
Nutritional considerations, feeding-related challenges, and evidence informed dietary supports
Collaborative decision making strategies that respect autonomy and support whole child functioning

Program Information

Objectives

Utilize clinical strategies to identify co-occurring physical and emotional conditions to enhance the developmental outcome for individuals with autism.
Integrate wholistic strategies incorporating medical, behavioral, and psychological supports to enhance the quality of life for individuals with autism.
Analyze the role of pharmacological and nutritional supports within comprehensive, neurodiversity-affirming care to support participation and functional outcomes for individuals with autism.

Outline

Neurodevelopmental

Developmental foundations
Executive functioning
Emotional regulation

Co occurring conditions

Physical: Constipation, seizures, sleep disorders
Emotional: ADHD, anxiety, mood disorders
Trauma and grief
Limitations of the research and potential risks

Pharmacological support

When more is needed
The parent’s role
Indications, benefits, limitations, and monitoring

Nutritional considerations

Sensory sensitivities and feeding challenges.
Dietary support

Family support

Collaborative decision making strategies.
Including the child in inclusive treatments!

Target Audience

Counselors
Social Workers
Psychologists
Educators
Occupational Therapists
Speech Language Pathologists
Marriage and Family Therapists
Physicians

AI, Hands-On Learning, and Workforce Readiness for Neurodivergent Learners

In this one-hour conversation, we’ll explore how AI can be used to enhance—not replace—hands-on learning, practical skills, and real-world experiences. The discussion will examine future career pathways for visual thinkers, autistic individuals, and neurodivergent learners, while highlighting the importance of apprenticeships, entrepreneurship, community engagement, and technology-driven independence. Together, we’ll consider how schools, families, and communities can prepare the next generation for meaningful work, lifelong learning, and success in an AI-enabled world.

Program Information

Objectives

Identify strategies for integrating AI with hands-on learning experiences to foster creativity, problem-solving, workforce readiness, and real-world engagement for neurodivergent learners.
Summarize emerging career pathways, entrepreneurial opportunities, and modern apprenticeship models that support the strengths of visual thinkers, pattern thinkers, and hands-on learners in an AI-enabled economy.
Analyze the role of technology, sensory-rich environments, and community-based experiences in promoting independence, meaningful participation, and lifelong learning for autistic and neurodivergent individuals.

Outline

Learning by Doing in the Age of AI

AI as a tool to encourage hands-on experience, not screen time
Designing a middle-school program: balancing tech, practical skills, community, real problem-solving

Careers, Entrepreneurship & Apprenticeships

Emerging careers for visual/pattern thinkers
AI-enabled portfolios, entrepreneurship, and job access for autistic individuals
Skills educators should build now
What a modern apprenticeship looks like with AI and remote work

Sensory Learning & Independence

Farms, makerspaces, animal programs, and community projects as confidence-builders
Technology's role in independence: employment, transportation, communication, daily living

The Future Vision

Elements of a model school for the future
Reasons for optimism over the next 10 years
Limitations of the research and potential risks

Target Audience

Licensed Clinical/Mental Health Counselors
Marriage & Family Therapists
Psychologists
Social Workers
Case Workers
Occupational Therapists
Occupational Therapy Assistants
Speech-Language Pathologists
Educators