Presented by Gabor Maté, M.D. and Steven G. Feifer, D.Ed., ABSNP and Peg Dawson, Ed.D., NCSP and Kathy Morris, M.Ed. and Cara Daily, Ph.D. and Jay Berk, Ph.D. and Linda J. Burkhart, BS and Kelli Sandman-Hurley, Ed.D and Tracy Block-Zaretsky, BA
Monday, December 2, 2019 – Wednesday, December 4, 2019 | Richmond, bc
Important Notice:Online registration is now CLOSED for this conference. You can arrive up to one hour early to register at the door.
Please note, Workshop #6 has been cancelled.
Please note, we are looking for workshop aides for this event.
For more information, please follow this link: http://www.jackhirose.com/help-frequently-asked-questions/workshop-aide-program/
Additional Information:Please note, there have been changes made to the line up. Please see the event page for the most up to date information.
Monday, December 2, 2019 – Wednesday, December 4, 2019
9:00am – 4:00pm
Executive Hotel Vancouver Airport
7311 Westminster Hwy
Richmond, BC V6X 1A3
phone: 604.278.5555
Education and Clinical Professionals: K–12 Classroom Teachers, School Counsellors/Psychologists, Learning Assistance/ Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers. All other professionals who support students including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers, and Early Childhood Educators.
Parents, Caregiver, Foster Parents, Grandparents, and Extended Family raising a child.
9:00am - 4:00pm December 2, 2019
COURSE DESCRIPTION:
Why Children are Stressed, Why Parents and Teachers are Disempowered and How To Restore a Healthy Balance in Adult-Child Relationships.
Parenting and teaching are much harder these days than they used to be, and than they should be. In Hold On To Your Kids, Dr. Gabor Maté (with developmental psychologist Gordon Neufeld) forward a provocative and important view of why this is, and what we can do to counteract it.
The root of the problem is that children no longer look to adults for emotional support, the teaching of values, or the modeling of behaviour. Peer orientation refers to the tendency of children and youth to look to their peers for direction: for their sense of right and wrong, codes of conduct, and their very identity. Peer orientation undermines family cohesion, sabotages healthy development and fosters an aggressive and prematurely sexualized youth culture. For parents already challenged by the demands of our multitasking world and stretched by stark economic realities, peer orientation further complicates the task of child rearing. Children were never meant by nature to be in a position where they are so dominant in influencing one another. This state of affairs may be the norm today, but it’s neither natural nor healthy. Historically it is a very new development, due to economic and social influences prevalent since World War II, resulting in a deep undermining of adult-child connections.
This workshop aims at restoring parenting to its natural intuitive basis and the adult-child relationship to its rightful preeminence. The concepts, principles and practical advice articulated will empower parents, teachers and other adults who play a nurturing role to be for children what nature intended: the true source of contact, security and warmth. Parents must regain their natural authority, without coercion, punishment and artificial consequences. Children need to be protected from becoming lost in the emotionally barren and culturally backward world of peer orientation.
orientation.
Gabor Maté (pronunciation: GAH-bor MAH-tay) is a retired physician who, after 20 years of family practice and palliative care experience, worked for over a decade in Vancouver’s Downtown East Side with patients challenged by drug addiction and mental illness. The…
More information: drgabormate.com
9:00am - 4:00pm December 2, 2019
COURSE DESCRIPTION:
Children who face significant physical and multiple challenges as well as those children on the more severe end of the autism spectrum, often struggle to access communication, interaction and learning. Some of these children may have very little control of moving their bodies. Others have difficulty taking in and processing sensory information from their environment. Many find communication and interaction skills challenging.
This two day presentation will address questions such as: What are we learning from brain research that can help us understand how children learn? How do we motivate children and provide opportunities for active learning? What strategies help give these children a sense of control and facilitate interaction and communication? How does the child on the severe end of the autism spectrum perceive the world and how does this impact learning and communication? How does Cortical Visual Impairment impact learning?
This workshop will introduce the concept of providing a receptive aided language learning environment, and demonstrate how learning alternative and augmentative forms of communication can and should parallel the developmental process that typical children go through in learning speech. We will also take a brief look at Pragmatic Organization Dynamic Display (PODD) Communication books developed by Gayle Porter, in Melbourne, Australia. (Please note: This is not an official Introductory PODD course, which would require two full days training on just that topic.)
This workshop is for anyone working with young children or children functioning at young levels, who have difficulty communicating and interacting with others. This includes children with significant physical and multiple challenges and/or young children on the more severe end of the autism spectrum. Information shared will be useful to parents, teachers, speech therapists, occupational therapists, physical therapists and other supportive personnel.
COURSE OBJECTIVES:
Linda Burkhart, BS, Special Education Consultant, Technology Integration Specialist is an internationally known leader in the field of assistive technology for children who face severe challenges. She has developed numerous adapted devices, activities, and innovative implementation strategies. She is…
9:00am - 4:00pm December 2, 2019
COURSE DESCRIPTION:
This workshop will explore the neural underpinnings of stress, trauma, and emotional dysfunction in children and its relative impact upon learning. Environmental deprivation, poverty, childhood abuse, witnessing violence, and parental neglect can impact both cognitive and social-emotional development in children. Schools can enhance emotional wellness through early prevention efforts, appropriate assessment strategies, and an improved school climate to foster emotional growth for all children. The presentation will conclude with a discussion on how every school can become a “trauma-informed” school to better meet the diverse needs of all learners. Specific classroom accommodations, school-based interventions, and targeted coping strategies will be presented for at-risk students.
COURSE OBJECTIVES:
Steven G. Feifer, D.Ed., ABPdN is dually trained as both a nationally certified school psychologist and board certified pediatric neuropsychologist, having completed research stints at the National Institutes of Health. Dr. Feifer has earned numerous distinctions throughout his career including…
9:00am 4:00pm December 3, 2019
COURSE DESCRIPTION:
Children who face significant physical and multiple challenges as well as those children on the more severe end of the autism spectrum, often struggle to access communication, interaction and learning. Some of these children may have very little control of moving their bodies. Others have difficulty taking in and processing sensory information from their environment. Many find communication and interaction skills challenging.
This two day presentation will address questions such as: What are we learning from brain research that can help us understand how children learn? How do we motivate children and provide opportunities for active learning? What strategies help give these children a sense of control and facilitate interaction and communication? How does the child on the severe end of the autism spectrum perceive the world and how does this impact learning and communication? How does Cortical Visual Impairment impact learning?
This workshop will introduce the concept of providing a receptive aided language learning environment, and demonstrate how learning alternative and augmentative forms of communication can and should parallel the developmental process that typical children go through in learning speech. We will also take a brief look at Pragmatic Organization Dynamic Display (PODD) Communication books developed by Gayle Porter, in Melbourne, Australia. (Please note: This is not an official Introductory PODD course, which would require two full days training on just that topic.)
This workshop is for anyone working with young children or children functioning at young levels, who have difficulty communicating and interacting with others. This includes children with significant physical and multiple challenges and/or young children on the more severe end of the autism spectrum. Information shared will be useful to parents, teachers, speech therapists, occupational therapists, physical therapists and other supportive personnel.
COURSE OBJECTIVES:
9:00am - 4:00pm December 3, 2019
COURSE DESCRIPTION:
Executive skills are sometimes called “the hidden curriculum.” They are skills such as task initiation, sustained attention, working memory, planning, organization, and goal-directed persistence that are absolutely critical to school success, yet curriculum standards seldom if ever explicitly reference these skills. Neuroscientists now tell us that these skills take a minimum of 25 years to reach full maturation, and the course of that development is influenced by experience and exposure, by modeling, practice, and direct instruction. This workshop will provide participants with a framework for understanding these key skills, how they develop in diverse populations, and how to support executive skills by embedding them into classroom routines and lessons and by tailoring interventions to meet the needs of individual students and classrooms.
COURSE OUTLINE:
» Overview of Executive Skills
• Definitions
• Underlying Theory
» Executive Skill Development Across the Lifespan
• Normal executive skill development from infancy through adulthood
• Negative influences on executive skill development (birth issues, head injuries, and disorders such as ADHD, Autism Spectrum Disorder)
» Assessment of Executive Skills
• Parent/Teacher/Student Interviews
• Behaviour Rating Scales
» Modifying the Environment to Support Students with Weak Executive Skills
• Changing the Physical or Social Environment
• Modifying Tasks
• Changing the Way Adults Interact with Students
COURSE OBJECTIVES:
Dr. Peg Dawson: In over 40 years of clinical practice, Dr. Peg Dawson has worked with thousands of children who struggle at home and in school. At the center of their struggles are often weak executive skills. Along with her…
9:00am - 4:00pm December 3, 2019
Rebecca Moyes, M.Ed., is a former general education teacher in public and private schools. She has served on Pennsylvania Governor Ridge’s Task Force for Autism and was a member of the PA SAFE Project for Verbal Behaviour. She is the author…
9:00am - 4:00pm December 3, 2019
COURSE DESCRIPTION:
This workshop will examine reading and written language disorders from a brain-based educational perspective, and classify each disorder into distinct subtypes. There will be a detailed discussion linking each learning disorder’s subtype with scores of evidence based interventions.
Four universal truths when teaching reading will be shared, in addition to five essential steps for effective written language instruction. There will also be a discussion on new research developments revealing that brain chemistry and neural pathways can actually be altered based upon effective interventions. We explore the neuropsychological underpinnings of the writing process to assist educators and mental health professionals in both diagnosing and remediating written language disorders in children.
The ability to generate and produce written language requires multiple linguistic skills involving both phonological and orthographical functioning (the elementary components of language), word retrieval skills, executive functioning skills to organize inner thoughts and ideas, and working memory to hold our thoughts in mind long enough for effective motor skills output.
Lastly, the Feifer Assessment of Reading (FAR) battery, a comprehensive and innovative new reading test designed to examine the underlying cognitive and linguistic processes that supports proficient reading skills will be introduced to both educators and mental health professionals. The instrument is unique in that it helps school teams determine the specific subtype of reading disorder, features a dyslexia screener, and also yields numerous intervention strategies as well.
COURSE OBJECTIVES:
9:00am - 4:00pm December 4, 2019
COURSE DESCRIPTION:
This intensive, one-day hands-on workshop provides evidence-based behavioural intervention strategies, essential treatment tools, and successful psychosocial techniques to teach new skills to children, adolescents and young adults with high-functioning autism (HFA). Dr. Daily will provide interesting case studies, demonstrations, and activities that will help you better understand high functioning autism and give you practical intervention techniques for social success, improved mood, positive behaviour changes, and overcoming challenging co-occurring behaviours.
Join autism expert and author, Cara Daily, PhD, BCBA, and learn how to integrate the latest research on brain development, cognitive-behavioural therapy, and behavioural interventions in your work with children with autism (0-25 years).
You will walk away with up-to-date evidenced-based strategies to teach new skills and behaviours related to co-occurring deficits such as:
COURSE OBJECTIVES:
Cara Marker Daily, PhD, BCBA, is a licensed psychologist and Board Certified Behavior Analyst with over 20 years of experience providing assessment and treatment for children, adolescents and young adults with autism in the home, school, hospital and community settings. She…
9:00am - 4:00pm December 4, 2019
COURSE DESCRIPTION:
Children and adolescents who struggle with self -regulation often look like those who just aren’t paying attention, have difficulty with emotional control, blurting out answers, have difficulty making transitions and/or purposely not controlling themselves. They may be unaware of the connections of their behaviour and the consequences of the behaviour. If you don’t have self-regulation, you may act out, get placed in timeout, sent to the principal’s office, then miss important learning time. A downward spiral occurs as the student gets more upset and continues to act out when given punitive consequences.
Executive functioning changes radically over the first few years, continues to improve quickly 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.
The beginnings of executive function and self-regulation skills appear in the neurotypical brain around 4 years of age. However, what happens when the prefrontal lobe and frontal cortex are compromised due to faulty brain wiring and sensory traffic jams, such as seen in autism spectrum disorders, attention deficit disorders, anxiety disorders, mood disturbances, behaviour disorders, post-traumatic disorders, poverty, attachment disorders?
This one-day seminar will address practical strategies that meet the needs of those children and adolescents who are impacted by these differences in their brain maturation. However, the participant will realize that these strategies apply to ALL students! The purpose is to provide practical tools for those clinicians, educators, therapists or parents who are directly involved in working with children and adolescents. This seminar is designed for those who are “working in the trenches.”
COURSE OBJECTIVES:
COURSE OUTLINE:
Drawing on over 45 years of professional experience, Kathy will lead you through dynamic discussions, video case examples and demonstrations providing dozens of strategies (30+) you can implement immediately with children/adolescents in any setting. Walk away with an array of practical strategies for:
Kathy Morris, M.Ed., has been a speech therapist, teacher for self-contained programs (including students with autism, severe behavioural difficulties, and cerebral palsy), resource teacher and first grade teacher. She was also a diagnostician/supervisor for all grade levels. She was a LIFE…
9:00am - 4:00pm December 4, 2019
Join child/adolescent behavioural expert, Jay Berk, PhD, and learn how to best manage the students at your school diagnosed with Oppositional Defiant Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), mood disorders, anxiety and depression. You will walk away with concrete, yet practical, strategies to successfully intervene with their serious behavioural issues, such as:
Through case studies, video clips and dynamic class discussion you will learn:
Leave the day with the “magic dust” you have been looking for to expedite rapid and effective changes in these children and adolescents!
COURSE OBJECTIVES:
COURSE OUTLINE:
Students with Mental Health Issues
Strategies for ODD and Conduct Disorder Behaviours
Strategies for ADHD
Strategies for ASD
Strategies for Anxiety
Strategies for Depression
Strategies for Other Challenging Behaviours
Disciplining the Special Needs Child/Adolescent
Strategies for the IEP Team
Jay Berk, Ph.D., is a licensed clinical psychologist and an internationally recognized expert in the child/adolescent behavioural field who brings both a clinical and education perspective to his work with children, adolescents and their families. For over 25 years, Dr. Berk…
9:00am - 4:00pm December 4, 2019
COURSE DESCRIPTION:
In this course participants will experience a dyslexia simulation that will include experiencing difficulty with reading, writing and processing in conjunction with a discussion of the signs and symptoms of dyslexia. Participants will learn about many popular myths about dyslexia and their realities. Appropriate remediation for students with will be described and participants will have the opportunity to practice those strategies. We will also discuss current accommodations available to children and adults with dyslexia.
Additionally, participants will be provided an overview of Structured Word Inquiry (SWI) and how to begin to use SWI to provide remediation. SWI provides a logical process, based on linguistics, for analyzing and developing an understanding of the underlying structure of the spelling of English words. Developing true understanding of spellings will assist students with reading and spelling. SWI is instruction that assists all students, those with or without dyslexia. Participants will learn how to support students through word investigations to understand the spelling of any English word so instructors no longer utter, “Well, English is just crazy, you will have to memorize that word?
COURSE OBJECTIVES:
Kelli Sandman-Hurley, Ed.D. is an author and co-founder of the Dyslexia Training Institute. Dr. Kelli is a certified special education advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She has training in mediation…
Tracy Block-Zaretsky is the co-founder of the Dyslexia Training Institute. She has provided remediation for children and adults with dyslexia for the past 20 years and has developed and taught workplace and family literacy program. She is a certified Special…
| Registration | Early bird Fee | Regular Fee |
|---|---|---|
| Individual 1 Day Enrollment | $249 | $269 |
| Individual 2 Day Enrollment | $449 | $469 |
| Individual 3 Day Enrollment | $639 | $659 |
| Group 3-7 | $619 | $639 |
| Group 8-14 | $599 | $619 |
| Group 15+ | $579 | $599 |
| Full-Time Student | $579 | $599 |
All fees are in Canadian dollars ($CAD).
Fees do not include applicable taxes (5% GST).
Early bird cutoff date: November 28, 2019
The early bird date has passed. Regular rates apply.
Please review our Registration Terms and Conditions for information on our cancellation policy, payment policies, rebates, and more. You must agree to our Terms and Conditions to register for a workshop or conference.
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Exhibitors are welcome at this event. We are pleased to offer sponsorship opportunities to businesses and organizations that provide services related to nursing, psychotherapy, addictions treatment, counselling, marriage & family therapy, psychology and other related fields.
→ More information
7311 Westminster Hwy
Richmond, BC V6X 1A3
phone: 604.278.5555
website: www.executivehotels.net/vancouver-airport-hotel/
Our rates:
Please state you would like to book under the “Jack Hirose” block when booking your room to receive our group room rate.
Courtyard Standard Room – $179.00 plus tax
Courtyard Junior suite – $199.00 plus tax
Plaza Room – $209.00 plus tax
One-bedroom Condo – $259.00 plus tax
Guest bookings include:
Please note, room reservations are subject to availability
When booking hotel rooms, ask for the Jack Hirose and Associates corporate rate. To receive our corporate rate, rooms must be booked one month prior to the workshop date. Please keep in mind hotel rates may fluctuate.
Jack Hirose & Associates is approved by the Canadian Psychological Association to offer continuing education for psychologists. Jack Hirose & Associates maintains responsibility for the program.
† The Alberta College of Social Workers (ACSW) and the Newfoundland and Labrador Association of Social Workers (NLASW) accept CPA-approved CEUs.
* Participants will receive a certificate of completion after every workshop. Workshops are pre-approved for 5.5 or 6 credits per day unless otherwise specified.
* Please contact your accrediting body for more information on individual association requirements.
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