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Copyright © 2017 Connexion Psychological Practice Ltd.

 

 

Maude Le Roux

Maude is an Occupational Therapist with several years of field and supervisory experience in a variety of therapy fields. She started her career in the field of psychiatric conditions and transitioned over the years to develop a multi-modal practice in pediatrics. She started A Total Approach in 2002 and since then has become an international trainer in different areas of work. She has been appointed as one of the international training team leaders in the DIR / Floortime Certificate process, as well as Tomatis Sound Therapy and Interactive Metronome. Maude has completed the Master Class in Attachment Focused Psychotherapy and Dyadic Developmental Psychotherapy through Dr. Art Becker Weidman and has also completed the 5-day introduction course of Dr. Daniel Hughes. She serves on the Board for ATTACh for the next 3 years. She designs her own live courses with regards to emotional processing and executive functioning. Maude works with a team of occupational therapists, speech language pathologists and physical therapists in her practice. She is well known for her experience and work with children who carry a diagnosis on the Autism Spectrum, Attachment, Sensory Processing Disorder, and Dyslexia/ Learning Disabilities. Maude is a mentor to many therapists, including OT and DIR professionals internationally. She has presented at conferences in a variety of settings across the US and also internationally. She has co-authored the book, The Listening Journey, with Francoise Nicoloff, and her second book, Our Greatest Allies, is now available on Amazon.com. Her basic philosophy is that all children can learn, and that therapists are instrumental in finding out the “key” to each child. She enjoys empowering therapists to do just that!

Innovative Assessment and Intervention for Autism Spectrum Disorder                                 

Workshop Description:

 

This workshop will cover the key features of Autism and different assessment and intervention practices related to the Spectrum of Autism profiles. The workshop participant will be able to apply techniques and assessments that are both sophisticated, but also low technology so that one could form an opinion and intervention that suits the need of most profiles on the Autism Spectrum. The speaker will discuss etiology, including the origins of different stereotypical behaviors as well the developmental hierarchy to be considered in intervention. Different theories such as “Theory of Mind” and “Central Coherence Theory” will be covered alongside the information of how to consider the development of executive functions to be applied to the learning process.

 

Workshop Objectives:

 

Participants will:

 

  • Be able to identify at least 3 instrumental key players in the field of Autism Spectrum Disorder

  • Understand the 6 emotional developmental levels of Dr. Stanley Greenspan

  • Describe different theories ascribed to Autism Spectrum Disorder

  • Identify key assessments that would be necessary for the intervention process

  • Discuss different interventions that could be considered

  • Understand the relevance of relationship in order to build social-emotional skills

  • Be enabled to consider the development of different executive skills to support academic achievement.

 

Level of the Workshop: Intermediate to Advanced

 

Course Program Day 1:

 

8.30 to 9.00am         Registration

 

9.00 to 9.30am         Welcome and Introductions

 

9.30 to 11.00am       ASD Theory, including Theory

of Mind and Central Coherence Theory

 

11.00 to 11.15am    Break

 

11.15 to 1.00pm       The 6 emotional developmental

levels in play according to Dr. Stanley Greenspan.

 

1.00 to 2.00pm         Lunch

 

2.00 to 3.45pm         Executive Functioning

 

3.45 to 4.00pm         Break

 

4.00 to 5.00pm         Video Vignettes

 

 

 

Course Program Day 2:

 

9.30 to 10.00am       Check in with course participants                                    on questions from day before

 

10.00 to 11.30am   Relationship and development of                                     Social Emotional Skills

 

11.30 to 11.45am    Break

 

11.45 to 1.30pm      Assessment of ASD

 

1.30 to 2.30pm         Lunch

 

2.30 to 4.15pm        Intervention  - Developmental                                         Pathways Model

 

4.15 to 4.30pm         Break

 

4.30 to 5.30pm         Case Study

Method of Instruction: PowerPoint, video, case studies

 

Which Disciplines:

 

Occupational Therapists, Physical Therapists, Speech Language Pathologists, Psychologists, Social Workers, Counselors, Educators

 

Testimonial 1:

 

Dear Maude,

I just wanted to write to say thank you for your lovely feedback after my presentation this Monday - it left me glowing all week. 

 

This course has been such as wonderful process and it has been fantastic having all your extremely interesting teaching points along the way. It has been so beneficial being able to draw from your very wide experience and knowledge to help us all understand these kids just a little better and the things going on inside these little bodies that help or hinder their progress. I think it's also so very valuable for the children I know who are 'developing as expected' - my own children included! I feel that looking at children (and adults) with the DIR/Floortime perspective makes us all just that little bit more compassionate and understanding. 

 

I have been familiar with DIR/Floortime for at least 5 years now but as per usual when you start delving into something a little deeper you start to realize just how much more there is out there to learn and discover. This course has answered many questions for me but has also raised just as many, if not more, so the journey will most certainly continue for me.

 

Thanks again, see you next week and have a lovely weekend.

Warm regards

Abby

 

Testimonial 2:

 

Hi, hope you are well. I have been taking flying leaps and using the Floortime technique with many of my children, especially the very anxious, rigid ones - oh my word. Last Friday I had a treatment session of note with a little boy who is developmentally delayed and has great instability within his hands and body. By the end of the session we had covered numbers, colors, shapes and he was building food out of play dough, putting pegs into the play dough and then using a spoon to move the pegs. We even had an oven involved that he had built out of blocks. All things he has really struggled with in the past.  All self directed, the items just "happened" to be around and I went with him enthusiastically. He was sitting wonderfully by the end with great symmetry and we both had had fun.

 

Gillian Blem

From Sensory Processing to Executive Functioning--Forming the Bridge from Development to Achievement

 

 

Why do some students not know how to understand time? Why do they need extended time for tests? Why is a very intelligent young man not able to organize himself in planful behavior? This workshop is designed to understand how different features of executive functioning develops from the early stages of life to being a functioning school student. Maude describes the different layers of the hierarchy to learning, while also looking at Sensory Processing and it’s effects on the developmental timeline. She covers different theorists and their contributions, while also providing multiple research studies in the field of executive functioning. Maude provides a practical understanding of the brain as it applies to reading, math and written expression.

 

The workshop:

 

  • Brings different disciplines together to better be able to serve each individual child

  • Makes sense to different disciplines to connect the dots between different domains of functioning

  • Provides additional information with regards to learning disability, and includes diagnosis such as ADHD and ASD

  • Adds practical advice with regards to assessment and intervention.

 

This workshop is relevant to any professional working in early intervention as well as intervening with the school age population. The information has been updated recently in 2017 to reflect current thinking in accommodative strategies as well as remediation. Maude’s courses especially appeal to intermediate to advanced practitioners. Her case study vignette will be showcased through video.

 

You will learn:

 

  • The neurobiology of different executive functioning skills

  • How to intervene on different executive functions at what level of functioning

  • To describe different executive functions in report writing and goal setting

  • To understand what a student needs to learn to read, do math and perform effectively in written expression

  • Which tests would be helpful to use in assessment for different professions.

Method of Instruction: PowerPoint, video, case studies

Which Disciplines:

Occupational Therapists, Physical Therapists, Speech Language Pathologists, Psychologists, Social Workers, Counselors, Educators