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Full-Day Workshop

Seminar: Help your children/adolescents develop self-regulation skills
                  - To improve behaviour and increase learning

Children/adolescents who struggle with self -regulation often look like those who just aren’t paying attention, have difficulty making transitions or are purposely not controlling themselves. They may be unaware of the connections and consequences of their behaviour.

Executive functioning changes radically over the first few years, continues to improve throughout adolescent years and, finally, during early adulthood years. The frontal lobes and prefrontal lobes are activated and connected to other regions of the brain. Executive function skills can be trained. It’s just like going to the gym. The more one practices these strategies for metacognition and self-regulation, the neural connections will be strengthened.

This seminar will address practical strategies that meet the needs of those children who are impacted by these differences in their brain maturation. However, the participant will realize that these strategies apply to ALL students/clients! The purpose is to provide practical tools for those clinicians, educators, therapists or parents who are directly involved in working with children. This seminar is designed for those who are “working in the trenches.”

There will be dynamic discussions, video case examples and demonstrations providing dozens of strategies which you can implement immediately with children/adolescents in any setting. Walk away with an array of practical strategies for:

  • Preventing and de-escalating meltdowns
  • Teaching and promoting visual supports when mental rigidity is apparent
  • Providing instructional consequences/replacement behaviors
  • Developing self-control and self-management skills
  • Addressing inhibitory control……..and more!
Dates:14 and 15 Mar 2022 (Mon and Tue)
Time:08.30am - 12.30pm (Singapore Standard Time GMT+0800)
Venue:Live Online Training
Speaker: Kathy Kaluza Morris

For the last 50 years, Kathy Kaluza Morris served in various roles as a speech therapist, special education teacher for students with moderate to severe disabilities, resource teacher, first grade teacher, diagnostician, supervisor, autism/behavior consultant at an education service center and presently has her own national/international consulting business, igivuWings. She has presented seminars and provided technical assistance in all 50 states, Canada, England, Ireland, Scotland, Wales, New Zealand, Australia and Singapore. She has presented to over 15,000 participants, including speech therapists, occupational therapists, physical therapists, nurses, mental health professionals, teachers, and parents.

She and her husband, Guy (who is also a special educator and administrator), have “walked the walk and talked the talk” since the birth of their twin sons, 33 years ago. Kirk and Drew were diagnosed later with autism spectrum disorders, developmental delays and cerebral palsy.

Course Outline
  1. Why Executive Functions are so important
    • Describe how self-regulation is a component of executive functioning
    • Choose most appropriate descriptions of executive functioning and self -regulation
    • Share with another person why self-regulation is important for school success and for potential success in life
  2. Tools for Structure, Predictability and Routines
    • Adapt schedules, surprise cards, change of schedule cards and physical structure to your clinical or classroom setting
    • Cite circumstances when Social Scripts may be used
    • Share ideas for creating video models
  3. Psychological and Developmental Disorders that will have lifelong executive function (and self-regulation) breakdowns
    • Address how working memory, inhibitory control, and mental rigidity will impede self-regulation and what we must do to train each of these
    • Video describing mirror neurons and what occurs when they are broken.
    • Other examples of neuroanatomy neural misconnections which may cause sensory, cognitive and psychological breakdowns, including anxiety disorders, attachment disorders, autism spectrum disorders, ADHD, oppositional defiant disorders, learning disorders and more.
  4. Tools for Self-Management
    • Evidence-based intervention and techniques to address challenges with self-regulation
    • Self-management and behavioral strategies: Self- awareness strategies, , checklist for tracking behaviors, video modeling, Social Stories, SOCCSS, 5 Point Scales, Calming Boxes, Breathe Cards and many more
    • Numerous videos to demonstrate use of self-management and how to teach these
  5. Applying neuroscience to hands-on interventions
    • Experience self-regulation strategies based on polyvagal theory, one of the most celebrated new developments in neurobiology
    • See an example of a mindfulness program for self-regulation
    • Have access to over 100+ visual strategies to create your own visual supports to meet needs
  6. Case studies including video of a meltdown, what to do for teaching self-regulation (post-vention strategy) as well as many demonstration videos with real children/adolescents
Course Objectives

On completion of the workshop, participants will be able to:

  1. Participant will be able to label metacognitive and self-regulation strands for executive functioning components.
  2. Participant will be able to list visual strategies that support communication, social and behavior skills
  3. Participant will be able to troubleshoot and identify strategies from case study examples of children/adolescents who have difficulty with inhibitory control, working memory, emotional control, mental rigidity
  4. Participant will be able to create at least three strategies to meet the needs of an individual student identified who lacks self-regulation.
  5. Participant will be able to discriminate functions of behavior and determine if it is a tantrum or a meltdown.
  6. Participant will be able to identify and intervene when student is overstimulated and has sensory breakdowns.
  7. Participant will be able to determine which techniques to use to prevent, intervene, or stop targeted behaviors.
  8. Participant will be able to implement a “system” rather than a person dependent intervention.
Who Can Benefit?

This workshop is appropriate for all grade levels (pre-k to secondary) special education and general education teachers, social workers, counsellors, psychologists, administrators and mental health professionals.

Course Fees & Closing Dates
Registration Type Closing Date Fees (S$)
31 Jan 2022 300
Normal Till Full 350