Barbara Culatta – Reduce Emotional Outbursts, Shutting Down and Oppositional Behaviors in Social and Academic Settings: Proven Language-, Communication- and Attachment-Based Interventions

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Archive : Barbara Culatta – Reduce Emotional Outbursts, Shutting Down and Oppositional Behaviors in Social and Academic Settings: Proven Language-, Communication- and Attachment-Based Interventions Digital Download
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Barbara Culatta is a professor.
5 hours and 49 minutes.
Audio and video formats are available.
May 1, 2020 (copyright)
Description

Self-regulation, emotion understanding, and social cognition are all lacking in children and adolescents with ASD, ADHD, ACEs, and LLD. These impairments are manifested by a mix of poor conversational and social skills, frequent meltdowns, and disruptive/oppositional behaviors – all accompanied by poor language, academic achievement, and rising frustration. How can therapists and teachers successfully recognize, comprehend, and treat these intertwined obstacles in order for children to attain social and academic success?

The solution is to create a toolbox of language, communication, and attachment-based therapies!

Learn how to skillfully integrate language- and relationship-based strategies grounded in attachment and behavioral-cognitive research to effectively improve self-regulation, communication, and social skills in children with international expert and author on language and literacy interventions Barbara Culatta, PhD, CCC-SLP. Dr. Culatta will lead you through a language-based framework that increases self-awareness and awareness of others, gives alternatives to acting out or shutting down, and works in any context!

Buy this audio to learn:

Language-based techniques for assisting youngsters in identifying and expressing emotions and behaviors using internal state terms
Relationship-building, social problem-solving, and academic success can all benefit from communication and attachment tactics.
Personal narratives can assist youngsters in processing attachment disturbances and trauma in order to improve emotion understanding
Techniques such as mindfulness, guided visualization, and sensory awareness can help youngsters improve their regulating.
Strategies focused on movement and sensory input to achieve behavioral, communicative, and social objectives

Feel the satisfaction of putting youngsters and teenagers on a better controlled and successful road!

Handouts

Reduce Emotional Outbursts, Shutting Down, and Oppositional Behaviors in Social and Academic Settings Manual (37 MB)

After purchase, 86 pages are available.

Instructions for Self-Study for Illinois Teachers (28.5 KB)

Available upon purchase

After Purchase, Illinois Educators Evaluation Form (1.2 MB) is available.

Self-Study Instructions for ASHA Credit (64.4 KB)

Outline available after purchase

The Interaction of Self-Regulation, Language, and Social Communication

Deficits in self-regulation in children with ASD, ADHD, ACEs, and LLD
Self-regulation, emotion comprehension, and Theory of Mind development (ToM)
Language and cognitive skills that contribute to social and emotional development
Attachment, relationships, and emotions are all linked.

Language and behavioral evaluations

Exercising comprehension of terms for interior states
Tools for evaluating understanding and linking internal states to goals and activities
Mechanisms for tracking and monitoring behavior
Social competence assessment rubrics
Checklists to identify elements influencing language and behavior

STRATEGIES AND INTERVENTIONS TO:

Improve Your Social Communication and Emotional Understanding

Use attachment theory to better understand emotions and social relationships.
Interactions should be scaffolded to achieve topically-related turn taking.
To build social roles and regulations, use social narratives.
Relationship-building co-regulation techniques
Teach language to express and recognize interior states.
To connect sensations to suitable answers, use the “Emotional Thermometer.”

Address Dysregulation and Difficult Behaviors

Personal tales can help people digest emotionally charged circumstances.
To control emotions, use self-talk, positive messaging, and naming of internal moods.
To assure participation in group activities, shift from rigid procedures to flexible scripts.
Techniques for relaxation, mindfulness, and bibliotherapy
To enhance behavior, use intrinsic motivation, positive engagement, and self-efficacy.
Children can be engaged in learning via movement and sensory experiences.
Opportunities for project- and team-based learning to build social involvement guidelines
System of reinforcement and processes for behavior management

While meeting ELA standards, promote self-regulation within language and curriculum contexts.

Use Theory of Mind (ToM) to improve text comprehension.
Connect internal states to plans, objectives, and actions.
Personal and social narratives should be told, mapped, and analyzed.
Connect social, behavioral, and educational objectives.
Participation in instructive dialogues should be guided.
Scaffolding inference and prediction
Faculty

CCC-SLP Barbara Culatta, PhD Seminars and goods related to this topic: 2

Barbara Culatta, Ph.D., CCC-SLP, is a language and literacy intervention expert and author. She has 45 years of experience dealing with children in clinical and educational settings. Dr. Culatta is well-known for developing a highly acclaimed language and literacy program (Systematic and Engaging Early Literacy) that teaches language and literacy skills through the arts, representational play, and interactive activities, and she has conducted research on the effectiveness of this program with children with ASD. Her work in employing scripted play, narrative enactments, and hands-on experiences as settings for language and literacy education and intervention is generally regarded.

Dr. Culatta has published books, chapters, and papers on language and literacy teaching and interventions (Language and Literacy Instruction in the Classroom and Systematic and Engaging Early Literacy). She has won federally supported professional development and intervention grants in order to demonstrate the efficacy of novel educational methodologies. Dr. Culatta’s study focuses on assessing fun and engaging language and literacy treatments. She has delivered evidence-based therapies to children with difficult behaviors in both English and Spanish-speaking settings.

Dr. Culatta holds a Ph.D. from the University of Pittsburgh and a postdoctoral fellowship from Johns Hopkins University.

Disclosures for Speakers:

Barbara Culatta works as a professor at Brigham Young University. Plural Publishing pays her royalties as the author of various chapters and articles. PESI, Inc. provides Dr. Culatta with a speaking fee.

Non-financial: Barbara Culatta created the SEEL (Systematic and Engaging Early Literacy)

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