Upcoming Trainings

Description: While research studies show that autistic learners are more likely to be bullied than their neurotypical peers, there are ways to prevent this form of relational aggression, which may be considered disability harassment. There are four distinct types of bullying associated with children with autism. Learn to recognize them and how to work with educators and coaches to neutralize the behavior in a way that doesn’t blame the victim.

Presenter: Chelsea Budde raised and was taught by her two (now adult) neurodivergent children, both of whom were diagnosed with autism in early childhood. Each child went on to receive several other diagnoses into their adolescence, some connected to their neurology and some not. What she learned through their shared and distinct experiences inspired both the co-founding of a now-defunct nonprofit organization as well as Chelsea’s Vocation, which publishes a podcast of the same name. For nearly two decades, she has helped families and educators better understand autistic children’s neurology, so they can make neuroaffirming choices in their parenting and education.

Learning Objectives:

• Define/Describe bullying in the context of a school setting as it applies to autistic students.
• Identify at least one type of bullying that might be considered disability harassment.
• Learn strategies to prevent or reduce bullying behaviors in community settings.

Description:

PDA (i.e., Pathological Demand Avoidance) is a pattern of behavior that leads to an individual in avoiding or resisting even the seemingly simplest of “demands” such as getting dressed or feeding oneself and causes immense stress in educational settings. Our list of tools is ever-growing, but what if we were missing part of the story? This presentation will explore how something called PRAXIS contributes to PDA behavior patterns and how we can help our children feel seen/felt/understood WHILE ALSO continuing to inspire growth and change.

Presenter:

Cassie Wilcox is an occupational therapist specializing in sensory integration therapy and integrative health practices. She works with children and their caregivers, particularly parents and teachers, to support optimal quality of life in the home and community environments. She uses play-based techniques and caregiver education to help reshape an overtaxed nervous system so that one may meaningfully engage in self-care, learning, motor, or social activities. She takes a strong family-systems approach to her work and believes that an empowered parent leads to a regulated child.

Learning Objectives:

Identify at least two reasons that a person who fits the PDA profile may have a stronger need for autonomy compared to the average individual.

Identify at least two underlying areas that may need to be addressed in a child who has challenges with praxis skills.

Identify at least two strategies or activities that can be executed in the home or learning environments to support a child with praxis challenges.