Oppositional, Defiant & Disruptive Children and Adolescents: Non-medication Approaches to the Most Challenging Behaviors

CPD

Handouts

Speaker

Robert J. Marino, MS, NCSP, ABSNP Related seminars and products

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Robert J. Marino, MS, NCSP, ABSNP, is a nationally certified school psychologist with an advanced certificate in school neuropsychology. He has been working as a school psychologist for over 30 years and has experience in the assessment and programming for children from infant through high school age. Robert specializes in cross battery assessment and the assessment of children with emotional regulation difficulties.

 

Robert divides his time between assessment and consultation with preschool programs and his role as school psychologist in an elementary school setting. He conducts assessments, consults with school staff and parents, and develops specialized programs for children with a broad range of identified needs. In 2002, Robert was given the “Outstanding School Psychologist” award by the Maryland School Psychologist Association, primarily for his extensive work with traumatized children in the Romanian orphanage system.

 

Robert developed the mentor program for new psychologists in one of the largest school districts in the nation, and has also supervised numerous interns from graduate programs throughout the country. Robert has served as an adjunct professor for the University of Missouri where he developed and instructed several units for graduate level coursework on “Learning and the Brain.”

 

Speaker Disclosures:
Financial: Robert Marino has an employment relationship with Prince George's County Public Schools. He receives a speaking honorarium and recording royalties from PESI, Inc. He has no relevant financial relationships with ineligible organizations.
Non-financial: Robert Marino has no relevant non-financial relationships.

Objectives

1. Utilize clinical strategies to reduce the frequency, duration and severity of behavioural episodes that challenge therapists, educators, professionals and parents.
2. Implement both proactive and reactive strategies for oppositional, defiant and disruptive behaviour in children and youth.
3. Discriminate between the clinical presentation of behavioural episodes & psychiatric symptoms to inform treatment.
4. Communicate how a skilled observation of behaviour informs your treatment approach.
5. Develop clinical skills for establishing a therapeutic rapport to overcome treatment resistance in children and adolescents.
6. Effectively develop a behaviour intervention plan and safety plan across all settings including home and school.

Outline

Behaviours that Make Us Crazy

• Tantrums
• Running out/away
• Noncompliance
• Nagging
• Refusing to work/help
• Yelling/screaming
• Bullying
• Panic/anxiety reactions
• Lack of follow through
• Not following directions

Disorders

• Oppositional Defiant Disorder
• ADHD
• Mood disorders
• Anxiety disorders

Assessment

• The Functions of Behaviour
  • Fear-based (Fight, Flight, Freeze or Submit)
    • Escape
    • Attention
    • Pain
    • Control>

Mental Health Disorder or Behaviour Problem

• The power of skilled observations
• The interview
• Comparison to the group
• The FBA-Incredibly powerful assessment tool
• The art of choosing a diagnosis (if you have to at all!)

Treatment Strategies Part I

• Proactive
  • Behaviour plans
  • Motivational incentives
  • Set the stage for success
  • Remember the initial goal
  • Appropriately address the functions of the behaviour
• Reactive
  • Corrective measures
  • It’s like playing chess in a tornado

Treatment Strategies Part II

• Specific Strategies for the Following Behavioural Challenges:
  • Tantrums
  • Running out/away
  • Noncompliance
  • Nagging
  • Refusing to work/help
  • Yelling/screaming
  • Bullying
  • Panic/anxiety reactions
  • Lack of follow through
  • Not following directions

Treatment Strategies Part III

• Specific Strategies for the Following Disorders:
  • ODD
  • ADHD
  • Mood disorders
  • Anxiety disorders

Treatment Strategies Part IV

• Special Populations & Circumstances
  • Asperger’s disorder
  • Divorce, separation
  • Abuse and neglect
  • Parent misbehaviour
  • Foster care

Target Audience

• Counselors
• Social Workers
• Psychologists
• Marriage and Family Therapists
• Speech-Language Pathologists
• Teachers
• School Guidance Counselors
• Case Managers
• Nurses
• School Administrators
• Educational Paraprofessionals
• Occupational Therapists & Occupational Therapy Assistants
• Other Helping Professionals that Work with Children

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