Preconference A
Managing Challenging Behaviors
The most common problem for those working with young children is disruptive and explosive behavior including biting, hitting, kicking, screaming and irritability, both at home and in public. Children who have these problems include those diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder, Bipolar Disorder, Intermittent Explosive Disorder, Asperger Disorder or Autism.

This Preconference will focus on the causes of these particular behavior problems, whether it is the child or parent, as well as the importance of accurate diagnosis and treatment planning. Effective management, including medications and behavioral and communication therapies, will be reviewed within the context of developmental stages of early childhood. Both the benefits and limitations of these treatments will be reviewed in detail. Don’t miss this popular Preconference! (Should attendance approach maximum capacity, priority will be given to participants registered for both days of this session.) ( = 1.5 hrs.)

Upon completion, the experienced clinician/educator will be better able to:

• Strengthen skills in early diagnosis of developmental disorders.
  
  
• Assess communication capabilities of young children.
  
  
• Make recommendations for treatment of particular problem behaviors.
  
  
• Implement effective intervention programs for managing disruptive behaviors.

Disruptive Behavior in Young Children
W. Douglas Tynan, PhD, ABPP
Causes, epidemiology of disorders including ADHD, Bipolar, Oppositional Defiant Disorder; impact on classroom and family; developing universal, selective and individual interventions

Refreshment Break

Questions and Discussions • Faculty Panel

Adapting Social Emotional Teaching Strategies for Children with Autism Spectrum Disorders
Bonnie McBride, PhD, BCBA
Modifying and adapting social emotional teaching strategies to work more effectively with children with autism spectrum isorders.

Developing Social Skills at School
Gail E. Joseph, PhD
Use of social stories, use of puppets and other strategies to develop social skills for children who have challenging behaviors.

Individualized Interventions for Children with Autism
Bonnie McBride, PhD, BCBA
Children with ASD sometimes need custom interventions, how to assess and design those approaches.

Supporting Young Children with Challenging Behaviors: Individualized Interventions
Gail E. Joseph PhD
Not all children respond to universal or selective interventions and some may need very specific, detailed plans. How to do functional behavioral assessment and develop those plans.

Questions and Discussion • Faculty Panel

Motivating Parents and Teachers to Make Changes
W. Douglas Tynan, PhD, ABPP
Basic motivational interviewing strategies to help parents and teachers set goals and make changes in their own behavior management skills.

Medication: Its Role in the Treatment of Disruptive Behaviors
Max Wiznitzer, MD
( = 1.25 hrs.)
Management of acute and long-term problems, treatment options for disruptive behaviors of identified causes and/or uncertain etiology

Adjourn

Preconference B
Pediatric Feeding Problems
Medical technology has advanced so rapidly that infants are now able to survive a variety of serious medical conditions such as prematurity, cardiac complications, chronic lung disease and diaphragmatic hernia. Medically fragile infants are at increased risk of developing a feeding problem, and many experience growth difficulties. Such problems may manifest in several ways, requiring a professional approach to evaluation and management.

This Preconference has practical application for all professionals interested in helping young children with persistent feeding problems of a varied nature, including autism. Don’t miss this course designed to review, expand and update your knowledge on pediatric feeding disorders, presented by experts in the field. (Should attendance for this Preconference approach maximum capacity, priority will be given to participants registered for both days of this session.)

Upon completion, the experienced clinician/educator will be better able to:

• Analyze how and why children don’t eat.
  
  
• Identify the multiple components necessary in the assessment of feeding problems.
  
  
• Examine the importance of the family in improving feeding skills.
  
  
• Discuss specific issues that interfere with feeding NICU graduates or children with reflux or low tone.
  
  
• Develop feeding treatment strategies for the young child with special needs.

Feeding the “Whole Child”: Developmental Aspects of Feeding
Kay A. Toomey, PhD
Eating is the most complicated human behavior. Why is feeding so difficult? What are the components of feeding? What roles do cognition and attachment play?

Feeding the “Whole Child”: Motor, Sensory, Oral-Motor and Developmental Aspects
Erin Sundseth Ross, PhD, CCC-SLP
Neurological, nutritional, sensory and oral developmental transitions that need to be negotiated in the first 2 years of life that influence feeding, challenges related to changing diets from a developmental standpoint.

Lunch Break

Refreshment Break

Questions and Discussion • Faculty Panel

Growth Failure … A Growing Problem
Pamela K. Lemons, MSN, RN, CNNP
Expected pattern of weight gain in infants, medical problems that impact growth, assessing the safety of oral feedings, the“bumpy” transition from liquids to solids.

Early Warning Signals: Identifying Infant Feeding Issues
Erin Sundseth Ross, PhD, CCC-SLP
Assessing bottle fed infants and developing supportive interventions.

Questions and Discussion • Faculty Panel

When Children Won’t Eat: General Treatment Recommendations
Kay A. Toomey, PhD
Use of social role modeling, structure, reinforcement and cognitive interventions.

Autism Spectrum Disorders: Feeding Challenges
Kay A. Toomey, PhD
Special considerations for feeding the child on the Autism Spectrum, restricted food ranges, “re-normalizing” the feeding experience for children and their families.

Adjourn