Sensory Profile 2

Session 1: ADHD: Implications for Executive Functioning, Mental Health, Burnout and More – Fiona Gullon-Scott, PhD

Overview:

This session explores ‘ADHD’, discussing the co-occurrence and overlap between autism and ADHD, how this impacts functioning and mental health, and its clinical implications. Drawing on clinical experience and an evidence base, the session considers current prevalence rates, presentations, differential diagnosis, and the challenges of identification. It also examines support needs, covering issues such as the impact on risk for burnout, anxiety, OCD/hoarding, as well as what this means for possible interventions. Aimed at intermediate to advanced practitioners who have a core understanding of autism.

View the course overview, learning outcomes, agenda, presenter information, and disclosure.

Learner Outcomes:

Based on the content of this session, participants will be able to:

1. Describe the key differences between autism and ADHD
2. Describe the best-practice clinical pathway for assessment when ADHD features are observed in an autistic person
3. Identify at least 2 measures and tools to investigate the impact of ADHD on executive functions
4. Articulate at least 3 commonly used strategies to help support participation and wellbeing for individuals with ADHD

Session 2: Motor Features of Autism – Considerations for Assessment and Intervention – Haylie Miller, PhD

Overview:

Although general motor impairment is not one of the core criteria for a diagnosis of autism, research has reported the presence of motor difficulties in up to 80% of children with autism spectrum disorder. This webinar will explore recent research findings into the nature and extent of motor difficulties in autistic individuals. Implications of these findings for both assessment and intervention in clinical practice will be discussed.

View the course overview, learning outcomes, agenda, presenter information, and disclosure.

Learner Outcomes:

Based on the content of this session, participants will be able to:

1. Describe at least 3 motor skill areas that are frequently impaired in autistic children
2. Identify at least 2 important attributes to consider when choosing a standardised motor assessment to use with an autistic individual
3. Explain the importance of including the motor domain in assessment and intervention with autistic individuals

Session 3: Neuro-Affirming Assessment of Autism – Jordan Wright, PhD

Overview:

This session will present a model of assessing for the autistic neurotype that is focused on non-pathologising constructs, while balancing the need for certain components (such as formal diagnosis) in order to access resources. The session is most appropriate for those familiar with signs and symptoms of autism, but it is also appropriate for beginning audiences.

View the course overview, learning outcomes, agenda, presenter information, and disclosure.

Learner Outcomes:

Based on the content of this session, participants will be able to:

1. Differentiate between neuro-affirming and traditional models of autism assessment
2. Describe three ways to be explicitly neuro-affirming in assessing the autism neurotype
3. Explain why diagnosis of autism spectrum disorder may still be necessary in autism assessments

Session 4: Objective Rating Scale Data in ASD Diagnosis: The BASC™-3 Example – Cecil Reynolds, PhD

Overview:

In this advanced training session, attendees will learn about the advantages of using objective behaviour ratings across multiple settings and observers in the accurate diagnosis of autism spectrum disorders (ASD). Actuarial profiles and their accompanying sensitivity and specificity data will be presented to enable attendees to apply these profiles to enhance accuracy of their diagnostic practices. These data will be contrasted with data from more subjective assessments. Functional impairment will be emphasised as a measure of severity.

View the course overview, learning outcomes, agenda, presenter information, and disclosure.

Learner Outcomes:

Following this training, attendees will be able to:

1. Recognise clinical profiles on the BASC-3 related to ASD
2. Distinguish secondary characteristics commonly associated with ASD
3. Rule in/out common comorbidities in ASD diagnosis
4. Differentiate ADHD behavioural profiles from ASD behavioural profiles
5. Apply the Functional Impairment Index as a measure of severity

Session 5: Harness Sensory Preferences to Support Everyday Life: Everybody Wins! – Winnie Dunn, PhD, OTR/L, FAOTA

Overview:

Many autistic individuals have differing sensory needs and preferences when compared with neurotypicals. This session explores the evidence-based concepts that underlie sensory processing and applies those concepts to everyday life examples. We will focus on sensory patterns as core characteristics of each person to identify ways to support autistic individuals’ preferred activities and set them up for success with participation in daily routines, communication, and social interactions. Participants will also recognise their own sensory patterns and reflect on how these manifest in their own lives, to illustrate how all patterns are useful and important to who we are.

View the course overview, learning outcomes, agenda, presenter information, and disclosure.

Learner Outcomes:

Based on the content of this session, participants will be able to:

1. Analyse the impact of different patterns of sensory perception on participation in daily activities
2. Apply the model of sensory processing to identify challenges, strengths, and necessary supports for autistic individuals based on their sensory profile
3. Generate 3 or more reflective questions to address sensory processing needs with carers and neurodivergent people

Session 6: Detecting Autism Amongst the Ever-Broadening Spectrum – Celine Saulnier, PhD

Overview:

The prevalence of autism spectrum disorder is currently 1 in 31 school-age children in the United States. Yet, the breadth of the spectrum is so broad and heterogeneous that it can be perplexing to understand how some individuals who are profoundly affected can carry the same diagnostic label as those with more subtle symptom expression. This session helps providers better understand the variability across the autism spectrum based on levels of cognition and language, age, sex/gender differences, and racial/ethnic disparities. The session also discusses how to identify and differentiate common co-occurring conditions.

View the course overview, learning outcomes, agenda, presenter information, and disclosure.

Learner Outcomes:

Based on the content of this session, participants will be able to:

1. List 3 key diagnostic features of autism spectrum disorder
2. Analyse and describe how autism symptoms vary among individuals, taking into account cognitive and language levels, age, gender differences, and racial/ethnic backgrounds
3. Identify at least 2 reasons why it is important to evaluate adaptive behaviour when working with autistic individuals

Session 7: Overlooked and At Risk: Identifying Autism in Gifted Children – Megan Helmen, PsyD, LP

Overview:

Many intellectually gifted children with autism are overlooked and misunderstood. “They can’t be autistic” is often the perception due to strong verbal skills, high achievement, or subtle social differences. Yet these children can face significant struggles, with elevated risks of anxiety, victimisation, and suicidal ideation. Clinicians will deepen their understanding of how autism presents in gifted youth and why traditional diagnostic approaches may miss them. Through real-world case examples and data from gifted autistic children, attendees will learn to recognise nuanced presentations and better support this vulnerable population. This session bridges clinical insight with practical tools to enhance diagnostic accuracy and deliver meaningful, individualised care. This is an intermediate-level session.

View the course overview, learning outcomes, agenda, presenter information, and disclosure.

Learner Outcomes:

Based on the content of this session, participants will be able to:

1. Describe current empirical findings related to autism in intellectually gifted children, including helpful assessment measures
2. Differentiate between clinical presentations of gifted children and those who are both gifted and autistic, using case-based comparisons
3. Identify and interpret subtle manifestations of autistic traits in gifted children to improve diagnostic accuracy and support planning

Session 8: Neuro-Affirming Assessment, Parenting, Advocacy, and Regulation – Cynthia Arnold, PhD and Susie Raiford, PhD

Overview:

This intermediate-level session is for clinicians interested in growing their expertise with autistic individuals. A parent of an autistic child interviews a clinical psychologist, Dr Cynthia Arnold, who runs the award-winning New Leaves Clinic in Oregon and has decades of training and experience in assessment, diagnosis, therapy, and treatment planning for autistic individuals. Dr Arnold offers reflections and perspectives on becoming an expert in assessment and neurodiverse-affirming treatment of autistic individuals and their carers.

View the course overview, learning outcomes, agenda, presenter information, and disclosure.

Learner Outcomes:

1. Describe the training and expertise necessary to become an effective practitioner working with autistic clients and/or their carers
2. Discuss approaches to create a neuro-affirming home that teaches autistic individuals regulation, acceptance, and advocacy
3. List the types of tools used in assessment of autism and the remaining needs in this area

Session 9: Navigating the Spectrum: Enhancing Understanding and Outcomes of ASD – Sam Goldstein, PhD

Overview:

This session aims to provide an in-depth understanding of autism spectrum disorder (ASD) and the Autism Spectrum Rating Scales (ASRS) in assessing autism spectrum disorders. It will equip professionals with the knowledge to interpret ASRS results accurately and to understand the broader context of nuanced behaviours and social challenges associated with ASD. The session will showcase effective strategies for incorporating ASRS findings into comprehensive support systems within educational settings, including Individualised Education Programmes (IEPs) and targeted interventions. Additionally, it will foster a collaborative approach among educators, parents, and professionals to create an inclusive and supportive environment for students with ASD.

View the course overview, learning outcomes, agenda, presenter information, and disclosure.

Learner Outcomes:

Based on the content of this session, participants will be able to:

1. Use the ASRS effectively to assess and identify students with ASD, recognising the scale’s critical role in a comprehensive evaluation
2. Interpret ASRS data accurately and apply this information to develop a nuanced understanding of each student’s unique challenges and strengths
3. Create and implement effective intervention plans based on ASRS results that are tailored to meet the educational and social needs of students with ASD

What professional organisations will award credits for these sessions?

While the topic of autism is relevant across the clinical landscape, the session recordings are best aligned to meet APA, NASP, AOTA, and ASHA requirements. Other national organisations are not included in this offering, but we encourage registrants to use their professional judgement in submitting to their applicable local, state, or national organisation for appropriate credits. Pearson will be able to provide certificates of attendance for each complete session attended live. If you will be needing CEs for ASHA, please have your ASHA ID Number available when registering.

How many CE/CPD credits can be earned?

Continuing Education is being coordinated and sponsored by Pearson Assessments. Up to 9 CE/CPD credits will be available if all eligible sessions are attended. The number of CE/CPD credits provided for a session is commensurate with its length in hours.

Session viewers, upon successful completion of knowledge checks, can earn up to 9 CEs or CPDs.

Can I receive a certificate upon completion of the course instead of a CE?

Yes, upon successful completion of the course, you will receive a certificate of completion.

Can more than one person watch the recordings and earn CEs?

Each learner in attendance needs a purchased seat to get CEs.

Who is the course for?

This course is designed for psychologists, speech and language therapists, occupational therapists, educators, and allied professionals interested in learning how to improve outcomes for autistic individuals and their families through discussion of research and evidence-based practices.

How long is the course duration, and can I complete it at my own pace?

These recordings are self-paced, allowing you to progress through the material at your own speed. Each session is 1 hour, plus additional time to complete the knowledge check if you would like to earn applicable CE Credits.