Description

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Faculty:: Barbara Culatta
Duration:: 5 Hours 49 Minutes
Format:: Audio and Video
Copyright:: May 01, 2020

Description

Outline

Relationship Among Self-Regulation, Language, and Social-Communication

Self-regulation deficits in children with ASD, ADHD, ACEs, and LLD
Development of self-regulation, emotion understanding, and Theory of Mind (ToM)
Language and cognitive processes involved in social-emotional development
Link among attachment, relationships, and emotions

Language and Behavior Assessments

Exercises to measure understanding of words for internal states
Tools to assess comprehension and connection of internal states to plans and actions
Mechanisms to chart and monitor behavior
Rubrics to assess social skills
Checklists to determine factors that influence language and behavior

INTERVENTIONS AND STRATEGIES TO:

Develop Social-Communication Skills and Emotion Understanding

Apply attachment theory to emotion understanding and social interactions
Scaffold interactions to achieve topically-related turn taking
Social narratives to establish social roles and rules
Co-regulation strategies to build relationships
Teach language to identify and express internal states
”Emotional Thermometer” to match feelings to appropriate responses

Address Dysregulation and Challenging Behaviors

Personal narratives to process emotionally-charged events
Self-talk, positive messaging, and labeling of internal states to manage emotions
Move from tight routines to flexible scripts to ensure participation in group activities
Calming, mindfulness, and bibliotherapy techniques
Intrinsic motivation, positive engagement, and self-efficacy to improve behavior
Movement and sensory experiences to engage children in learning
Project- and team-based learning opportunities to establish rules for social participation
Reinforcement system and procedures to manage behavior

Promote Self-Regulation Within Language and Curricular Contexts While Meeting ELA Standards

Apply Theory of Mind (ToM) to text comprehension
Connect internal states with plans, goals, and actions
Tell, map, and analyze personal and social narratives
Link social, behavioral, and educational goals
Guide participation in instructional conversations
Scaffold inferencing and predicting

Faculty

Barbara Culatta, PhD, CCC-SLP Related seminars and products: 2

Barbara Culatta, Ph.D., CCC-SLP, is an international expert and author on language and literacy interventions. She has been working with children in clinical and educational programs for 45 years. Dr. Culatta is renowned for creating a highly acclaimed language and literacy program (Systematic and Engaging Early Literacy) that utilizes the arts, representational play, and interactive activities as the basis for teaching language and literacy skills; and she has conducted research on the effectiveness of this program with children with ASD. She is well respected for her work in using scripted play, story enactments, and hands-on experiences as contexts for language and literacy instruction and intervention.

Dr. Culatta has written books (Language and Literacy Instruction in the Classroom and Systematic and Engaging Early Literacy), chapters, and publications on language and literacy instruction and interventions. She has received federally-funded professional development and intervention grants to document the effectiveness of innovative instructional approaches. Dr. Culatta’s research revolves around evaluating playful and personally-meaningful language and literacy interventions. She has conducted evidence-based interventions in English and Spanish-speaking settings that included children with challenging behaviors.

Dr. Culatta, professor emerita of Communication Disorders at Brigham Young University, completed her Ph.D. from the University of Pittsburgh and a postdoctoral fellowship from Johns Hopkins University.

Speaker Disclosures:

Financial: Barbara Culatta is a professor at Brigham Young University. She is the author of numerous chapters and articles and receives royalties from Plural Publishing. Dr. Culatta receives a speaking honorarium from PESI, Inc.

Non-financial: Barbara Culatta is the creator of the SEEL (Systematic and Engaging Early Literacy).

Salepage: https://catalog.pesi.com//item/reduce-emotional-outbursts-shutting-oppositional-behaviors-social-academic-settings-proven-language-communication-attachmentbased-interventions-53780

Archive: https://archive.ph/wip/P4OBw

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