September 30, 2020
10:00 am - 3:00 pm
What to Do After the Meltdown… Prevention, Intervention, Post-Vention Strategies to Support Children with ASD as well as other Challenges (webinar)
Learning Level 2: Intermediate/Application
Intended Audience: Administrators, ECSE and General Educators, Teacher Assistants, Family Members, Family Educators, Psychologists, Social Workers, SLP’s, OT/PT’s
The incredible feelings of helplessness, frustration, and fatigue after a meltdown from a child or student with autism spectrum disorder (ASD) that a parent or educator experiences can be draining. Of course, the best way to address a meltdown is to prevent it, but that is not always possible. Also, after the meltdown occurs, it is important to address it with “Instructional consequences” vs “punitive consequences.” Learn very practical strategies that are evidence-based practices for autism, but you will find will work with ALL children students.
Continuing Education – This training will provide 4 contact hours for the following:
- Educator License Renewal
- CDA (Child Development Associate) credit in area(s) 3
- CE credit for SLP, SW, LCPC, PT, and OT professionals
- Gateways to Opportunity credit in area E (Org. ID# B40093)
Full attendance is required to receive a certificate.
Kathy Kaluza Morris
Kathy Kaluza Morris has been an educator for 46 years as a speech therapist, teacher in self-contained unit for behavior differences (including autism and emotional disturbances), PPCD teacher for moderate to severe disabilities, resource elementary, and diagnostician/supervisor where she implemented one of first LIFE Skills programs in Texas. She was a behavior and assistive technology consultant in a Texas education service center supporting 42 school districts from pre-K to 12. She left to start her doctoral program in autism and behavior and started her own business, igivuWings, in 1999. She has since been presenting all over the word, including all 50 states, Canada, Singapore, and other international sites. Her most hot topic is executive functions, because districts and agencies across the world realize that ameliorating and addressing executive functions will support all psychological and developmental disorders as well as neurotypical students. Kathy and her husband, Guy, “walked the walk and talked the talk” after the premature birth of their twin sons, Kirk and Drew. In April, 2017, they received the ARC Lifetime Achievement Award for their lifelong professional and personal work with persons with disabilities.