Asperger’s Syndrome Institute® Programs

Previous programs available from A.S.I.

 

PLEASE NOTE:These programs may NOT be used without first attaining written permission from the Asperger’s Syndrome Institute.The following programs are copyrighted by John M. Ortiz,, and are the sole property of Dr. John M. Ortiz. Each of these programs are accompanied by extensive, comprehensive manuals addressing each workshop theme and topic as listed on the program outlines. Anyone wishing to use any part of these programs must first secure–in writing–permission from John M. Ortiz and the Asperger’s Syndrome Institute BEFORE using these materials for compensation, marketing, consulting, research, clinical work, or educational training.Many of the ideas running throughout these presentations are the sole, creative property of Dr. John M. Ortiz and many of the illustrative case stories have received personal permission from students and/or patients of Dr. Ortiz giving the latter sole permission to cite their case histories and sensitive life events on their behalf. Anyone using, or referring to any of these materials without the PRIOR, WRITTEN permission of Dr. John M. Ortiz and the Asperger’s Syndrome Institute will be openly liable to violation of copyright and invasion of privacy laws. In every case the individuals, and/or caretakers or guardians of such, have been given full assurance that their information will be used in lectures or written text with their full knowledge and permission and only by John M. Ortiz, Ph.D. based on his case-by-case judgment.Such violations will be duly reported to the American Psychological Association, the National Register, and other relevant state agencies (e.g., The Pennsylvania Psychological Association, etc) and licensing and/or CE boards. For permission referring to any of the materials noted on these presentations or their use to generate any monetary compensation or personal gain please contact Dr. Ortiz here at the institute. On taped presentations, secondary (outside) presenters, and presentation via media formats. To date, none of the following programs have been authorized by John M. Ortiz, Ph.D. or the Asperger’s Syndrome Institute for presentation by outside (secondary) parties or via any format beyond live, face-to-face, on-site training lectures by Dr. Ortiz, and, in certain situations, by Dr. Rosalind A. Hoffman. Any secondary party considering presenting any of Dr. Ortiz’s programs or those incorporating the copywritten materials and ideas introduced in his books must first secure WRITTEN permission from Dr.Ortiz and ASI PRIOR to the presentation of such materials. Additionally, none of these programs, or parts therein, may be presented via any electronic or virtual means (including but not limited to computer lectures, web-casts, telecasts, in-home study, etc) without the PRIOR, WRITTEN permission of John M. Ortiz, Ph.D. and the Asperger’s Syndrome Institute. In the judgment of, and keeping within the mission and tenets of Dr. Ortiz and the Asperger’s Syndrome Institute, presentations regarding such topics as autism, Asperger’s and NLD require a large degree of clinical sensitivity, a high level of dedication to—and understanding of—the populations being addressed, and integral knowledge of the themes and topics being presented. Only via face-to-face presentation can one be assured that the materials and notions being presented in these lectures as they appear on the following programs and their respective, specifically dedicated manuals can be shared in the manner deserved by these populations and their lay and professional caregivers. Before these lectures can be presented via electronic, virtual, or written (e.g., in-home study courses) a great deal of modification of these materials must first be undertaken. Any violations to the above will be duly reported to the American Psychological Association, the National Register, relevant state agencies (e.g., The Pennsylvania Psychological Association, etc) and licensing and/or CE boards. For permission referring to any of the materials noted on these presentations or their use to generate any monetary compensation or personal gain please contact Dr. Ortiz here at the institute.

 

Click on title for program descriptions and outlines:

• The Gifts of Asperger: A Motivational-Inspirational Seminar
• The Five Umbrellas: A Strength-Based Framework of STRATEGIES for Serving the Needs of Persons with AS, HFA & NLD
• Moving Beyond the Basics: Asperger’s, High Functioning Autism and Non-Verbal Learning Disorder
• Nonverbal Learning Disorder (NvLD), Asperger’s Syndrome and Executive Dysfunction: Differentiation and Interventions
• 52 Practical Strategies for Asperger’s, Non-Verbal Learning Disorder, & High Functioning Autism: A Strength-Based Approach
• A Treasure Trove of Brain Training Strategies for Persons with (HF)Autism, Asperger’s, and Non-Verbal Learning Disorders
• From Early Identifying Markers through Assessment: AS, HFA & NLD
• Emerging Paradigms in Neurodevelopmental Disorders
• Author’s Bio and publications

2012

PROGRAM # 1:

A motivational seminar celebrating the strengths, talents, and unique abilities of persons with AS, HFA and NLD

The Gifts of Asperger: A Motivational-Inspirational Seminar

John M. Ortiz, Ph.D.

For this special program, Dr. Ortiz draws from his beloved inspirational and motivational books (The Tao of Music: Sound Psychology, The Gifts of Asperger, My Kitty Catsberger, The Aspie Bunny and the Rainbow Bridge, Nurturing Your Child with Music), and audio recordings (The Soothing Pulse, The Healing Pulse, Becoming Mindful) in bringing together a moving, stimulating program that draws from almost twenty years of gathering uplifting case stories, humor, and wisdom from persons throughout the spectrums of Asperger, autism and non-verbal learning disorder.

Emphasizing the manner through which people with AS, HFA and NLD summon their special abilities, strengths, and unique ways of being in the world Dr. O cites real life examples that help to illustrate a continuum of simple wisdom through complex ease, humility through honesty, and sophisticated innocence that underlies the shimmer that autism brings into each of our lives.

Attendees at today’s program will leave with both a keener and richer understanding of how persons with autism, AS, and NLD have forever brought us a “different type of wiring” from which we may otherwise still be pondering the invention of the wheel, the advantages of Velcro and, certainly, the advent of our computer enhanced technological world.

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PROGRAM # 2:
A comprehensive program based on Dr. O’s Strategic framework

The Five Umbrellas: A Strength-Based Framework of STRATEGIES for Serving the Needs of Persons with AS, HFA & NLD

John M. Ortiz, Ph.D., Founder and Director
The Asperger’s Syndrome Institute

PROGRAM DESCRIPTION

The objective of this program is to provide both professional and lay caregivers with a comprehensive framework of practical, comprehensive guidelines that can be applied to create strategies designed to address many of the challenges presented by persons with Asperger’s (AS), High-Functioning Autism (HFA), and Nonverbal Learning Disorder (NLD).

Based on the book “The Five Umbrellas,” our workshop will highlight these universal techniques that function as a “blueprint” that can be readily applied when brainstorming, planning, designing and implementing strategies for persons with AS, HFA and/or NLD. Rather than a collection of individual techniques, the “Five Umbrellas” are designed to serve as a framework, or “tool box,” that can be applied in the form of graphics, diagrams, figures, charts, and other visual, auditory and/or tactile formats to address the challenges typically presented by persons across the three above spectrums. In addition to a comprehensive primer on the “Five Umbrellas” as it applies to working with individuals, the program will also feature ways of applying this framework to group interventions.

A section on constructing and using acronyms and mnemonics with AS and NLD populations will also be included. Our program will rely heavily on designing and applying strategies.

NOTE regarding NLD: Persons with Nonverbal Learning Disorder are those who present with “visual-spatial,” or “visual-kinesthetic” challenges. As such, this program will be addressing the above population which does not
include individuals who are “non-verbal,” but rather those challenged with this visual and kinesthetic learning disability.

PROGRAM OUTLINE

Introduction to “The Five Umbrellas”

The Three Universal Essentials

Umbrella One: The 10’s

• practical application of the 10 S’s
• incorporating the 10-S framework into familial, social, educational, vocational and other settings

• learning/orienting styles that typically accompany AS vs. HFA vs. NLD
• finding each person’s preferred learning and orienting style(s)
• practical application of individual learning and orienting Styles

Umbrella Four: Rules

• understanding rules as related to AS, HFA and NLD populations
• practical application of rules with AS, HFA and NLD populations
• Power Phrases
• using rules across home, school, work, and community settings

Umbrella Five: Major Underlying Theories of AS, autism and NLD

• overview of the three major underlying theories
• practical application of the major theories
• strategies to help improve Theory of Mind
• strategies to help improve Central Coherence
• strategies to help improve Executive Dysfunction

Sensory Friendly Ecosystems based on the Five Umbrellas Framework

• planning and setting up sensory-friendly environments
• sensory-friendly homes, schools, work places and community settings

Group Intervention Strategies based on the Five Umbrellas Framework

• planning, designing and running time limited (6, 12, 24, 48-week) and ongoing theme groups in clinical or educational settings
• practical application of the Five Umbrella Framework to group interventions for persons with AS, HFA and NLD

Creating and Using Acronyms and Mnemonics

• the advantage of using acronyms, mnemonics and other word play with AS and NLD populations
• creating acronyms and mnemonics to meet multiple challenges
• practical strategies based on acronyms and mnemonics

PROGRAM OBJECTIVES

Participants completing this program will be able to:

• Identify the Ten S’s and explain how these themes can be applied for the benefit of persons with AS, HFA and NLD.
• Utilize the 10-S framework in strategies for the home, school and community.
• Apply the Five-Point-W framework to almost any cognitive and/or behavioral challenge presented by persons with AS, HFA and NLD.
• Design time limited and open ended clinical groups for persons with AS, HFA and/or NLD that incorporate the Five Umbrellas framework.
• Understand how “word play”—such as acronyms and mnemonics—can be used to assist persons with AS and NLD.

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Program # 3:
Moving Beyond the Basics: An Intermediate/Advanced program

“Moving Beyond the Basics: Asperger’s, High Functioning Autism and Non-Verbal Learning Disorder”

John M. Ortiz, Ph.D.
Director and Founder of the Asperger’s Syndrome Institute

Since the initial appearance of Asperger’s (Disorder) in the DSM-IV (1994) a wealth of information on this once obscure and fascinating topic has been brought to light. Although the now ten-year old Text Revision of the Diagnostic Statistical Manual (DSM-IV-TR – 2000) attempted to clarify Asperger’s Syndrome, along with other pervasive developmental conditions, little progress was made in expanding our understanding of autism spectrum conditions. The goal of this workshop is to start where the DSM-IV-TR left off, and bring us up to date on current and developing notions regarding high functioning autism, Asperger, Nonverbal Learning Disorder (NLD), and Disorders of Sensory Integration (DSI/SID).

Drawing from emerging scientific research findings, anecdotal observations, and clinical case studies we will examine and discuss the many traits, types, and characteristics that contribute to the interweaving tapestries which define, and differentiate, these populations. Incorporating about 50% didactic lecture and 50% experiential activities, this workshop will emphasize an integral, strength-based approach to recognizing and serving persons presenting with these conditions. The program manual will serve as a complement to the lecture and power point presentation.

*Please note: The label “NLD” refers to a visuo-spatial learning disorder, not to persons in the autism spectrum who are low functioning or non-verbal.

Note: participants are encouraged to bring a few colored crayons or pencils tor a couple of the activities.

Copyright 2012: The material presented throughout this workshop is copywritten. No portion of this program may be duplicated without the written permission of the author/presenter: John M. Ortiz, Ph.D.

Today’s Agenda

8:00 – 11:45 (mid-morning break will be announced)

I. Sensory Integration Dysfunction: A Blueprint for Chaos

II. Differential Diagnosis: High Functioning Autism vs. Asperger’s Syndrome

• HFA vs. Asperger’s – Quick Overview
• Passion, Hobby, or Potential Vocation? A short test

III. Girls vs. Boys: Sex differences in autism and Asperger’s Syndrome

Understanding Hidden Social Messages – Class exercise

IV. Theories of Causation: Autism and Asperger’s Syndrome

• Theory of Mind (“Mindblindness”)
• - Class exercise: Illustrating Theory of Mind
• Central Coherence: Local vs. Global Processing Styles
• - Class exercise: Illustrating Central Coherence
• Executive and Right Hemisphere Dysfunctions
• - Class exercise: Illustrating Executive Functions

V. Identifying Preferred Orientation & Personal Learning Styles

• What is your learning style?

VI. Differential Diagnosis: Nonverbal Learning Disorder vs. Asperger’s NLD vs. Asperger’s – Quick Overview

• The White Matter Syndrome
• Four Subtypes
• NLD’s Three “Big D’s”: Dyspraxia, Discalculia & Dysgraphia

Lunch (between 11:45 & 12:00)

1:00 – 3: 30 (mid-afternoon break will be announced)

VII. Differential Diagnosis: Alternative Diagnostic Systems and Classifications

• Psychodynamic Diagnostic Manual (PDM): The Clinician’s Alternative
• - The Affect-Diathesis hypothesis
• The Educator’s Diagnostic Manual of Disabilities (EDM)
• DC: 0-3 Diagnostic Classification System

VIII. Identifying Locus of Control

• What is your locus of control?

Class Exercise: Understanding and Designing Mind Maps

• Example one: Preparing for a job interview
• Example two: Exploring Self-Awareness or Self-monitoring strategies

IX. Understanding the “No-Box” Syndrome

• Assessment response samples from persons with Asperger’s Syndrome

X. DSM-V: Developing Notions
[NOTE: this section will be presented at a time upon the presenter’s discretion]

(This program will be continually updated to reflect the most current recommendations coming from the DSM-V Neurodevelopmental Disorders Work Group of the American Psychiatric Association regarding Pervasive Developmental Disorders and related conditions relevant to this presentation)

XI. Eye-Tracking Convergence Samples: Phase-One, Data Collection

• Populations: Neurotypical, autism, Asperger’s, NLD, ADHD, Hyperlexic, OCD, Tourette’s/Tic Disorder

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Objectives: By the end of this program participants should be able to:

• Explain at least three primary theories underlying ASDs
• Identify at least three differences between autism and Asperger’s syndrome
• Apply at least three strength-based interventions for persons with HFA, AS, & NLD
• Discuss at least three differences between NLD and Asperger’s Syndrome

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Program # 4:

Features Nonverbal Learning Disorder in a primary, comprehensive format bringing in both theory and interventions

Nonverbal Learning Disorder (NvLD), Asperger’s Syndrome and Executive Dysfunction: Differentiation and Interventions

Referred to both as a Nonverbal Learning Disorder and Disability, the NLD label is at times confusing for laypersons and professionals alike. Better described as a “visual-spatial deficit typically associated with right hemisphere dysfunction” NLD is often misdiagnosed as other, better known conditions including ADHD, Asperger’s, PDD-NOS, Anxiety disorder, depression and many others. While the fact that the label itself is, in effect, a “double negative” (“non…disorder”) makes it difficult to conceptualize, NLD’s absence from the major diagnostic systems (DSM and ICD) make it–for practical purposes–clinically non-existent.

In effect, the goals of this program will be to; (a) explain NLD in simple terms, (b) differentiate NLD from similar conditions while also looking at some of its more common comorbidities, (c) explore ways of screening and assessing NLD throughout various stages of development, (d) look at ways in which NLD manifests itself from infancy through adulthood, (e) examine the strengths and challenges associated with this condition, (f) review current and emerging NLD models, and (g) engage in a number of practical strategies that both professionals and laypersons can consider to assist persons throughout the NLD continuum.

Introduction

• What is NLD?
• Background & history
• Possible causes

NLD vs. Asperger’s Syndrome

Screening, Assessing and Diagnosing NLD

• Diagnostic criteria
• Suggested diagnostic instruments
• NLD profiles in infants, children, adolescents and adults
• Clinical signs
• How is NLD diagnosed?
• Theory of mind and NLD
• Central Coherence and NLD
• Executive Dysfunction and NLD

NLD models

• Rourke’s White matter syndrome
• Palombo’s Subtypes
• Alternative Profiles

Case studies

Receiving services for NLD

• The NLD label: Finding a label in DSM-IV-TR

Alternative diagnostic considerations for NLD

• Disorders that resemble NLD
• Conditions that typically accompany NLD
• Alternative diagnostic systems recognizing NLD

Strategies and interventions designed for NLD populations
Learning and Orientation Styles

• Auditory learner strengths
• Learning strategies for auditory learners
• Teaching strategies for auditory learners

General strategies

• home
• school
• work
• community

Objectives:

By the end of this program, participants will be able to:

• Differentiate NLD from Asperger’s Syndrome
• Consider at least five diagnostic labels that can be used to receive services for a person with NLD
• Understand the NLD learning and orienting style
• Explain Palombo’s four NLD subtypes
• Recognize a number of bio-markers, or “red-flags,” that may point to the possibility of the NLD profile in infants, toddlers, and children.

 

Relevancy Statements

Psychologists will learn a number of DSM-IV-TR labels that can be applied to persons presenting with NLD in order to increase the possibility of obtaining services and receive reimbursement from insurance companies.

SLPs will benefit from understanding the difference between the peculiar speech and language patterns that conventionally distinguishes NLD from Asperger’s syndrome.

OTs and PTs will gain an understanding on the many gross and fine-motor skill challenges, as well as sensory integration issues, typically shared by many across the NLD continuum.

MSWs, counselors and psychologists will have a keener understanding on the essential nature of encouraging and helping to nurture early, positive relationships and social interactions among those with NLD.

Educators will recognize how, by understanding and applying the characteristic NLD learning and orienting style, they will be able to better reach and teach these populations and connect with this atypical learning disability.

Nurses and medical professionals will be able to recognize distinctive patters that may alert them to the various NLD profiles and subtypes leading to earlier diagnostic impressions and more effective treatment plans.

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Program # 5:

52 Practical Strategies synthesizes a large number of user-friendly strategies with a basic background of theories and illustrative case stories

52 Practical Strategies for Asperger’s, Non-Verbal Learning Disorder, & High Functioning Autism: A Strength-Based Approach

John M. Ortiz, Ph.D.

The purpose of this workshop is to introduce, review and personally experience a bevy of strength-based, practical strategies that have proven effective in addressing some of the more typical concerns presented by children, adolescents and adults with Asperger’s Syndrome, *Nonverbal Learning Disorder, and High-Functioning Autism. The day will begin with a review of three primary theories underlying AS, HFA and NLD, and follow with a number of pragmatic intervention strategies aimed at both laypersons and professionals. Participants will be encouraged to take part in these group and individual exercises.

Case studies, accompanied by open discussion and group networking, will be used to further complement our understanding to, and raise awareness of, the notion of the “Asperger, HFA, and NLD perspectives”. The program will be continually updated reflecting ongoing research and clinical findings involving these populations, and will draw from multi-therapeutic and multi-modal disciplines.
*(please note: the term Nonverbal Learning Disorder—or “NLD”—describes persons who have a visual-spatial deficit, NOT persons with autism who are nonverbal)

The following topics will be covered during this workshop:

General Introduction

Five Universal Strategies

Three Primary Underlying Theories

• Theory of Mind
• Central Coherence
• Executive Dysfunction

The Five Umbrellas

• The Five Point “W”
• Sensory Challenges
• Learning Styles
• Rules
• The Five S’s
• - Developing and Running Social Groups for persons with AS
• - Designing Community Based Theme Groups

Part Two: Strategies

Addressing Challenges faced by ASD & NLD populations

• Developing Insight into Relationships
• Using Venn Diagrams
• Conversational Hiearchies
• Social Emergency Frameworks: Developing Social Insights
• Brain Files
• Developing Metacognitions
• Verbal Reframing
• Designing Sensory Friendly Environments
• Mood Regulation: Time Offs/Safe Havens
• Setting up token economies
• Designing Support Networks
• Interpreting Social Metaphors: Addressing Paraverbals
• Power Cards
• Reframing “I” Statements: Using Clear Communication
• Social Stories
• Emotional Toolboxes
• Five-Point Scales

Appendix: Suggested Resources

In this workshop, you will learn…

• How to identify, and apply, each person’s preferred learning style to maximize the benefits of practical interventions.
• At least 52 practical, user-friendly strategies specifically designed for serving persons throughout the AS, HFA and/or NLD spectrums.
• How to identify and set up home, school, and community-based “safety islands” to assist with self-regulation and stress reduction.
• How to design, and apply, variable “rule-based” systems that can be modified to facilitate almost any situation.
• Specific intervention techniques that revolve around personal “special topics” or preferred themes and that can be flexibly adapted to various presenting needs.
• Strategies that draw from the strengths of AS, HFA and NLD populations in order to better address problems with social, communication, and interpersonal issues.
• How to design a time-limited, theme-oriented social skills group that serves to establish enduring friendships based on commonly shared interests.
• Reality-based, practical strategies that address many common needs presented by AS, HFA and NLD populations.

Additional Programs available through A.S.I.

A Treasure Trove of Brain Training Strategies for Persons with (HF)Autism, Asperger’s, and Non-Verbal Learning Disorders

John M. Ortiz, Ph.D., Director & Founder
The Asperger’s Syndrome Institute

How often have you attended a workshop where you sit through, say, 30% of background and introductions to topics that are already second nature… 30% discussion of dry research findings… 30% of fill-in fodder, and then, maybe, the last 10% of the program is devoted to strategies?

This workshop is designed to introduce an extensive number of practical, user-friendly strategies, flexible techniques, and fresh approaches for serving many of the primary needs presented by persons across the spectrums of autism, Asperger, and Non-verbal Learning Disorder*. Further, many of the exercises themselves are designed to help neurotypicals (persons not within the ASD spectrum) to gain a sense of awareness to the challenges faced by many persons throughout the HFA, AS, and NLD spectrums. As such, about 10% of this program will involve short introductions to the topics involved and 90% will consist of individual and group activities devoted to the application of those themes.

Drawing from research, multi-modal theories and over thirty years of clinical experience in multi-disciplinary settings the program will familiarize participants with dozens of hands-on interventions and activities that professional practitioners, educators, and lay caretakers will be able to adapt according to individual needs. “Brain based” exercises to help develop insight, self-awareness, and improve overall cognitive functioning across AS, HFA and NLD populations will also be introduced. The five tenets that underlie the practice of Sound Psychology will acquaint the participants will a multisensory framework to help address challenges revolving around theory of mind, central coherence, and executive dysfunction issues.

Techniques introduced will feature Dr. Ortiz’s extensive background with ASD populations as well as his Sound Psychology and expressive arts expertise to help enhance socialization and communication skills, increase insight and abstract conceptualization, improve theory of mind and central coherence, refine executive function skills, raise self-esteem and motivation, minimize stress and anxiety, and develop more positive, trusting and comfortable relationships with others.

Brain based strategies for improving proficiencies relating to speech and language, fine and gross motor competencies, listening, time management, creativity, organization, and other areas related to academic, personal and vocational needs will be covered. The approaches introduced in today’s program will be readily applicable in therapeutic and medical settings as well as at home, the community and the classroom. Some of the activities will be aimed at children, others at teens, and others at adults, while many will be applicable to multiple age groups. Participants will be strongly encouraged to be active participants in this highly experiential, hands-on program.

*(Please note: Non-verbal Learning Disorder applies to persons who have a visual-spatial perceptual organization deficit, not to persons who are unable to speak or have problems with verbal communication, speech, or language)

Topics covered will include:

Part I: Brief Overviews of Primary Topics and Group Activities

• The primary theories underlying autism, Asperger’s, and Non-Verbal Learning Disorder: A Brief Overview
• Theory of Mind
• short intro and related activity: using illusions to understand “hidden minds”
• Central Coherence
• short intro and related activity: mind mapping
• The seven universal emotions
• Micro vs. subtle emotions
• Executive Dysfunction
• Planning, organizing, flexibility, multitasking
• short intro and related activity: exploring the four different “selves”
• Sensory Integration Dysfunction –
• short intro and related activity: raising and developing sensory awareness

The Three Primary Learning Styles or Orientations

• Visual (short intro and related activity)
• Typical careers of visual learners
• Auditory (short intro and related activity)
• Typical careers of auditory learners
• Kinesthetic/Tactile (short intro and related activity)
• Typical careers of “hands-on” learners

The basic tenets of Sound Psychology :

• Entrainment
• short intro and related activity: understanding social rhythms
• Rhythmic Synchronicity
• short intro and related activity: connecting with oneself and others
• Contextual Cuing (or Cueing)
• short intro and related activity: understanding social cues
• Sound Masking
• short intro and related activity: blocking out sensory disruptions
• Raising Sound Awareness

Experiential Exercises: Workshop activities will include a number of individual & group exercises that will address personal, social, clinical and academic areas including:

• improving one’s central coherence capabilities
• listening to and connecting with oneself
• raising self-esteem and self-awareness
• understanding conscious vs. unconscious incompetence
• identifying feelings in oneself and others
• lateral vs. vertical thinking: stepping out of your comfort zone
• differentiating between “emotional” and “cognitive” states
• developing abstract, insight and imagination
• deciphering and understanding non-verbals and the “unwritten curriculums”
• Managing our emotions while understanding other’s emotions

General Areas of Exploration Addressed by the Program’s Brain Based Strategies

Personal areas – Individual & Group Exercises

• Looking at the “Big Picture” (central coherence)
• Understanding oneself: Developing Personal Insight
• Clearing the Mind: Thinking positively and productively
• HeAr and Now: grounding to the present
• Letting Go: Harnessing & channeling impulses
• Being vs. Trying to be: Going with the Flow

Social areas – Individual & Group Exercises

• Social activities
• Listening skills
• Communicating with others
• Increasing personal motivation
• Improving social and communication awareness skills
• Physical Exercise: Choosing music for movement and motivation

Clinical areas – Individual & Group Exercises

• Depressed moods
• Self-esteem and Confidence
• Stress and Anxiety
• Insomnia and Sleeplessness
• Relaxation

Academic areas – Individual & Group Exercises

• Listening Skills
• Memory Recall
• Time Management
• Procrastination
• Addressing personal goals by channeling one’s “special topics”
• Improving focus and concentration
• Creativity and dealing with abstracts

Objectives:

Upon completion of this program, participants will be able to:

• Understand and apply the five basic tenets of Sound Psychology including Rhythmic Synchronicity, Entrainment, Contextual Cueing, Sound Masking, and Raising Sound Awareness
• Use at least three “brain based” approaches as adjuncts to meeting clinical, counseling, therapeutic, and/or academic goals of AS, HFA and NLD populations.
• Increase their understanding of persons with autism, Asperger’s, and Non-verbal Learning Disorders and use this increased awareness to better address many of the primary needs presented by these populations in the three areas of theory of mind, central coherence, and executive dysfunction.
• Apply at least three practical techniques to improve the skills of persons with autism, AS, and NLD in personal, social, academic, and vocational areas of functioning.
• Recognize at least three approaches to utilizing the gifts and special abilities that each person with autism, AS, and NLD brings to our sessions, or classroom, and use these unique abilities to establish positive alliances and help to maximize their unexpressed potentials.
• Discover at least three techniques designed to help increase insight, self-awareness, and inter-hemispheric connectivity to improve the social and cognitive skills of persons with AS, HFA & NLD.

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From Early Identifying Markers through Assessment: AS, HFA & NLD

John M. Ortiz, Ph.D.

The processes of identifying, screening, evaluating, and diagnosing persons with Asperger’s Syndrome, autism and Non-verbal Learning Disorder involve challenges that require a network of dedicated, caring individuals working in harmony. The end result, a label, is not unlike a musical symphony where each person involved must play his or her part while staying in tune both with oneself and the others involved. The purpose of this workshop is to introduce the unique mindset that needs to be in place—from identification of early symptoms through formal diagnosis—to maximize our awareness of the wide tapestry of strengths and challenges that help to define these populations.

Starting with “red flags” and “early markers” aimed at parents and teachers, as well as novice and seasoned therapists, and moving forward to current screening and assessment instruments designed for these populations, participants will be guided—and encouraged to participate—in each step from identification through diagnosis of AS, HFA, and NLD. Experiential exercises, including case studies, will be introduced throughout the day to help raise our awareness of the AS, autism, and NLD perspectives. In addition to the instruments noted below relevant new tools will be discussed as those are introduced to the market.

Workshop – 8:00 a.m. – 3:30 p.m.
Lunch – 11:45/noon
Two 15-minute breaks

The following topics will be covered:
Current Assessment and Diagnostic systems:

• DSM-IV TR Diagnostic /Assessment System
• ICD-10 Diagnostic /Assessment System
• Gillberg’s Diagnostic /Assessment System
• Szatmari’s Diagnostic/Assessment System

User-Friendly Tools for Every Setting:

Recommended screening checklists and rating scales for:

• parents and caregivers
• teachers and school settings
• therapist networks (SLP, OT, PT)
• social service and mental health systems
• medical settings
• clinical assessment

Red Flags for home, school, community and clinical settings:

• “Red Flag” signs and symptoms of AS, autism, and NLD
• Early warning “red flags” of AS, autism, and NLD
• Visual spatial and sensory related red flags
• Executive function red flags
• Social-Emotional red flags
• The “7 types” of AS

Nonverbal Learning Disorder (NLD)

• Explained in practical terms
• Joseph Palombo’s Subtypes of NLD
• The White Matter Syndrome and Right Hemisphere Dysfunction

The Network Hierarchy: From parents and teachers to therapists and clinicians

• Assessment and diagnostic markers for every profession
• Recommended assessment instruments for professionals
• The “Five-Point W” – A Practical Approach

The Sensory-Friendly Environment

• Creating and maintaining sensory friendly settings at home, school,
• and the office

Autism-AS-NLD Cultures:

• Understanding and appreciating the AS, autism and NLD cultures
• E.A.T. – Improving our Social Influence Variables
• Realistic ways of connecting with persons with AS, autism and NLD

AS? Autism? NLD?: What’s the difference?

• Recognizing and differentiating AS from autism
• Recognizing and differentiating AS from NLD
• Recognizing secondary and accompanying conditions
• The Importance of Learning Styles
• Identifying primary learning styles and preferred orientations

Primary Theories: A Deeper Understanding of AS, autism, and NLD

• Theory of Mind: Explained and illustrated in practical terms
• Central Coherence: Explained and illustrated in practical terms
• Executive Functions: Explained and illustrated in practical terms
• Empathizing vs. Systemizing: Practically Explained and illustrated

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You will learn…

• To select from among the most commonly used diagnostic, screening, and assessment scales designed for autism and Asperger’s Syndrome.
• To differentiate between Asperger’s and High-functioning autism, and Asperger’s and Nonverbal Learning Disorders.
• How to differentiate between the various subtypes of Nonverbal Learning Disorder and identify diagnostic labels that will help to secure services for these populations.
• The essential components comprising sensory-friendly environments that can serve to facilitate clinical environments and maximize opportunities for screening, assessment and therapeutic interventions.
• How to identify and integrate the three primary “social influence variables” to help maximize assessment and clinical encounters.
• How to better understand the challenges presented across AS, HFA and NLD populations with regard to underlying problems with Theory of Mind, Central Coherence, and Executive Dysfunction.
• How to more fluidly understand the AS, HFA and NLD perspectives and apply this awareness toward formulating diagnostic, referral, and therapeutic interventions.
• The essential notion of identifying and applying preferred learning styles to the assessment, diagnostic, and clinical process.

 

Emerging Paradigms in Neurodevelopmental Disorders

John M. Ortiz, Ph.D.
Director and Founder, The Asperger’s Syndrome Institute

“Neurodiversity” is a concept that refers to the notion that everyone of us is “neurologically unique” and suggests that—much like ethnic, cultural, or other types of “diversity,”—each of us needs to be recognized, respected and celebrated as invaluable individuals. The general purpose of this “Version 2.0” workshop is to introduce and help to clarify a number of conditions—some well known, others less familiar—that continue to emerge as threads of the tapestry that underlies and defines all individuals. More specifically, we will explore how the above conditions relate to Asperger’s Syndrome, High-Functioning, and Non-verbal Learning Disability. Through lecture, multi-media, and interactive discussion, we will examine the differences and similarities between a number of rare and related conditions, secondary traits, and emerging syndromes, in an effort to provide a clearer understanding of these challenging, and often confusing, patterns of neuro-developmental expression. The workshop will emphasize a strength-based approach and philosophy.

Part One: Morning and early afternoon sections:

Neurodiversity: The Emerging Tapestry

Autism/Asperger’s/PDD-NOS: The Various Diagnostic Systems

• DSM-IV-TR
• ICD-10
• Gillberg & Gillberg’s System
• Szatmari et. al.’s System
• Psychodynamic Diagnostic System
• DC: 0 – 3R System

Emerging Perspectives:

• Atypical Autism types
• Multisystem Developmental Disorder
• Dyslogic Syndrome

Asperger’s Syndrome vs. High-Functioning Autism (HFA)

• A review of differences and similarities
• Autism’s Distribution Bell Curves

Non-Verbal Learning Disability (NLD or NvLD)

• Executive and Right-hemisphere Dysfunctions
• Rourke’s White Matter Syndrome
• Palombo’s Four NLD Subtypes
• AS vs. NLD: A review of differences and similarities

Three Major Players:

• Attention Deficit Hyperactivity Disorder: ADHD-2012
• Sensory Integration Dysfunction
• Synesthesia

Rare Conditions

• - D.A.M.P. Syndrome
• - P.A.N.D.A.S.
• - FRAGILE X Syndrome
• - Landau-Kleffner Syndrome
• - Prader-Willi Syndrome
• - Tuberous Sclerosis Complex

Related Conditions Impacting Education

• Hyperlexia
• Irlen Syndrome
• Dyspraxia
• Dysgraphia
• Dyscalculia
• Prosopagnosia

Author’s Bio

John M. Ortiz, Ph.D. is the director and founder of The Asperger’s Syndrome Institute, and The Institute of Applied Psychomusicology[SM] A licensed psychologist, consultant, musician, composer, certified clinical hypnotist and psychoeducational trainer, he is listed in the National Register of Health Service Providers in Psychology.

A dedicated practitioner and consummate professional Dr. Ortiz has specialized in serving families, children and adolescents since 1974. Deeply invested in current research and promoting education he served on the Senior Faculty at Cambridge College’s National Institute of Teaching Excellence for eight years, has taught at a number of major universities—including Johns Hopkins, Penn State, and Bucknell Universities—and served on the editorial board of the American Counseling Association’s Journal of Counseling and Development between 1995-1998. Dr. Ortiz is an active member of various professional organizations including The American Psychological Association and The American Music Therapy Association.

Dr. Ortiz’s work with Asperger’s Syndrome and Autism Spectrum disorders takes an integral, strength-based approach emphasizing socio-cultural, neuro-biological, and developmental forces, as well as cognitive, behavioral and affective components. He has served as a national consultant and trainer, as well as evaluator and therapist for children, adolescents and adults presenting with Pervasive Developmental Disorders for over 20 years. Dr. Ortiz earned his Ph.D. from Penn State University, M.S. from Nova University, and B.S. from Virginia Commonwealth University, completing his doctoral internship at Colorado State University. To date, he has conducted over 700 programs on autism spectrum disorders speaking throughout the U.S. and Canada.

Publications by Dr. Ortiz:

Books:

“The Aspie Bunny and the Rainbow Bridge” (2012)
“Melody’s Choice” (scheduled for Fall 2012)
“The Five Umbrellas: A Strength-Based Framework for AS, HFA and NLD Disorders” (2011)
“Screening, Assessing and Diagnosing Asperger’s, High Functioning Autism and Non-verbal Learning Disorder” BOOK (2008, 2010)
“Screening, Assessing and Diagnosing Asperger’s, High Functioning Autism and Non-verbal Learning Disorder” CD-ROM (2010)
“The Gifts of Asperger” (2006)
“My Kitty Catsberger” (2006)”
“Nurturing Your Child with Music” (1999)
“The Tao of Music: Sound Psychology” (1997)

Audio CDs:

“The Aspie Bunny and the Rainbow Bridge” (Audio version)
“My Kitty Catsberger” (Audio version) + three bonus tracks
“The Healing Pulse” (audio CD)
“Becoming Mindful: A journey into inner space” (audio CD)
“Sound Meditations”
“The Soothing Pulse” (audio CD)
“Turning Daydreams to Dreams” (audio CD)
“It’s Sleepy Time!” (audio CD)