Workshops through 2011
A Treasure Trove of Brain Training Strategies for Persons with
(HF)Autism, Asperger’s, and Non-Verbal Learning Disorders
John M. Ortiz, Ph.D., Director & Founder
The Asperger’s Syndrome Institute
How often have you attended a workshop where you sit through, say, 30% of
background and introductions to topics that are already second nature… 30%
discussion of dry research findings… 30% of fill-in fodder, and then, maybe, the
last 10% of the program is devoted to strategies?
This workshop is designed to introduce an extensive number of practical, userfriendly strategies, flexible techniques, and fresh approaches for serving many of
the primary needs presented by persons across the spectrums of autism, Asperger,
and Non-verbal Learning Disorder*. Further, many of the exercises themselves are
designed to help neurotypicals (persons not within the ASD spectrum) to gain a
sense of awareness to the challenges faced by many persons throughout the HFA,
AS, and NLD spectrums. As such, about 10% of this program will involve short
introductions to the topics involved and 90% will consist of individual and
group activities devoted to the application of those themes.
Drawing from research, multi-modal theories and over thirty years of clinical
experience in multi-disciplinary settings the program will familiarize participants
with dozens of hands-on interventions and activities that professional practitioners,
educators, and lay caretakers will be able to adapt according to individual needs.
“Brain based” exercises to help develop insight, self-awareness, and improve
overall cognitive functioning across AS, HFA and NLD populations will also be
introduced. The five tenets that underlie the practice of Sound Psychology will
acquaint the participants will a multisensory framework to help address challenges
revolving around theory of mind, central coherence, and executive dysfunction
issues.
Techniques introduced will feature Dr. Ortiz’s extensive background with ASD
populations as well as his Sound Psychology and expressive arts expertise to help
enhance socialization and communication skills, increase insight and abstract
conceptualization, improve theory of mind and central coherence, refine executive
function skills, raise self-esteem and motivation, minimize stress and anxiety, and
develop more positive, trusting and comfortable relationships with others.
Brain based strategies for improving proficiencies relating to speech and language,
fine and gross motor competencies, listening, time management, creativity,
organization, and other areas related to academic, personal and vocational needs
will be covered. The approaches introduced in today’s program will be readily
applicable in therapeutic and medical settings as well as at home, the community
and the classroom. Some of the activities will be aimed at children, others at teens,
and others at adults, while many will be applicable to multiple age groups.
Participants will be strongly encouraged to be active participants in this highly
experiential, hands-on program.
*(Please note: Non-verbal Learning Disorder applies to persons who have a
visual-spatial perceptual organization deficit, not to persons who are unable to
speak or have problems with verbal communication, speech, or language)
Topics covered will include:
Part I: Brief Overviews of Primary Topics and Group Activities
The primary theories underlying autism, Asperger’s, and Non-Verbal Learning Disorder: A Brief
Overview
 Theory of Mind
- short intro and related activity: using illusions to understand “hidden minds”
 Central Coherence
- short intro and related activity: mind mapping
- The seven universal emotions
- Micro vs. subtle emotions
 Executive Dysfunction
- Planning, organizing, flexibility, multitasking
- short intro and related activity: exploring the four different “selves”
 Sensory Integration Dysfunction –
- short intro and related activity: raising and developing sensory awareness
The Three Primary Learning Styles or Orientations
 Visual (short intro and related activity)
- Typical careers of visual learners
 Auditory (short intro and related activity)
- Typical careers of auditory learners
 Kinesthetic/Tactile (short intro and related activity)
- Typical careers of “hands-on” learners
The basic tenets of Sound Psychology :
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Entrainment
- short intro and related activity: understanding social rhythms
Rhythmic Synchronicity
- short intro and related activity: connecting with oneself and others
Contextual Cuing (or Cueing)
- short intro and related activity: understanding social cues
Sound Masking
- short intro and related activity: blocking out sensory disruptions
Raising Sound Awareness
Experiential Exercises: Workshop activities will include a number of individual & group exercises that
will address personal, social, clinical and academic areas including:
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improving one’s central coherence capabilities
listening to and connecting with oneself
raising self-esteem and self-awareness
understanding conscious vs. unconscious incompetence
identifying feelings in oneself and others
lateral vs. vertical thinking: stepping out of your comfort zone
differentiating between “emotional” and “cognitive” states
developing abstract, insight and imagination
deciphering and understanding non-verbals and the “unwritten curriculums”
Managing our emotions while understanding other’s emotions
General Areas of Exploration Addressed by the Program’s Brain Based Strategies
Personal areas – Individual & Group Exercises
 Looking at the “Big Picture” (central coherence)
 Understanding oneself: Developing Personal Insight
 Clearing the Mind: Thinking positively and productively
 HeAr and Now: grounding to the present
 Letting Go: Harnessing & channeling impulses
 Being vs. Trying to be: Going with the Flow
Social areas – Individual & Group Exercises
 Social activities
 Listening skills
 Communicating with others
 Increasing personal motivation
 Improving social and communication awareness skills
 Physical Exercise: Choosing music for movement and motivation
Clinical areas – Individual & Group Exercises
 Depressed moods
 Self-esteem and Confidence
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Stress and Anxiety
Insomnia and Sleeplessness
Relaxation
Academic areas – Individual & Group Exercises
 Listening Skills
 Memory Recall
 Time Management
 Procrastination
 Addressing personal goals by channeling one’s “special topics”
 Improving focus and concentration
 Creativity and dealing with abstracts
Objectives:
Upon completion of this program, participants will be able to:
 Understand and apply the five basic tenets of Sound Psychology including Rhythmic
Synchronicity, Entrainment, Contextual Cueing, Sound Masking, and Raising Sound
Awareness
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Use at least three “brain based” approaches as adjuncts to meeting clinical, counseling,
therapeutic, and/or academic goals of AS, HFA and NLD populations.
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Increase their understanding of persons with autism, Asperger’s, and Non-verbal
Learning Disorders and use this increased awareness to better address many of the
primary needs presented by these populations in the three areas of theory of mind, central
coherence, and executive dysfunction.
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Apply at least three practical techniques to improve the skills of persons with autism, AS,
and NLD in personal, social, academic, and vocational areas of functioning.
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Recognize at least three approaches to utilizing the gifts and special abilities that each
person with autism, AS, and NLD brings to our sessions, or classroom, and use these
unique abilities to establish positive alliances and help to maximize their unexpressed
potentials.
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Discover at least three techniques designed to help increase insight, self-awareness, and
inter-hemispheric connectivity to improve the social and cognitive skills of persons with
AS, HFA & NLD.
From Early Identifying Markers
through Assessment: AS, HFA & NLD:
John M. Ortiz, Ph.D.
The processes of identifying, screening, evaluating, and diagnosing persons with
Asperger’s Syndrome, autism and Non-verbal Learning Disorder involve
challenges that require a network of dedicated, caring individuals working in
harmony. The end result, a label, is not unlike a musical symphony where each
person involved must play his or her part while staying in tune both with oneself
and the others involved. The purpose of this workshop is to introduce the unique
mindset that needs to be in place—from identification of early symptoms through
formal diagnosis—to maximize our awareness of the wide tapestry of strengths and
challenges that help to define these populations. Starting with “red flags” and
“early markers” aimed at parents and teachers, as well as novice and seasoned
therapists, and moving forward to current screening and assessment instruments
designed for these populations, participants will be guided—and encouraged to
participate—in each step from identification through diagnosis of AS, HFA, and
NLD. Experiential exercises, including case studies, will be introduced throughout
the day to help raise our awareness of the AS, autism, and NLD perspectives. In
addition to the instruments noted below relevant new tools will be discussed as
those are introduced to the market.
Workshop - 8:00 a.m. – 3:30 p.m.
Lunch – 11:45/noon
Two 15-minute breaks
The following topics will be covered:
Current Assessment and Diagnostic systems:
- DSM-IV TR Diagnostic /Assessment System
- ICD-10 Diagnostic /Assessment System
- Gillberg’s Diagnostic /Assessment System
- Szatmari’s Diagnostic/Assessment System
User-Friendly Tools for Every Setting:
Recommended screening checklists and rating scales for:
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parents and caregivers
teachers and school settings
therapist networks (SLP, OT, PT)
social service and mental health systems
medical settings
clinical assessment
Red Flags for home, school, community and clinical settings:
- “Red Flag” signs and symptoms of AS, autism, and NLD
- Early warning “red flags” of AS, autism, and NLD
- Visual spatial and sensory related red flags
- Executive function red flags
- Social-Emotional red flags
- The “7 types” of AS
Nonverbal Learning Disorder (NLD)
- Explained in practical terms
- Joseph Palombo’s Subtypes of NLD
- The White Matter Syndrome and Right Hemisphere Dysfunction
The Network Hierarchy: From parents and teachers to therapists and clinicians
- Assessment and diagnostic markers for every profession
- Recommended assessment instruments for professionals
- The “Five-Point W” – A Practical Approach
The Sensory-Friendly Environment
- Creating and maintaining sensory friendly settings at home, school,
and the office
Autism-AS-NLD Cultures:
- Understanding and appreciating the AS, autism and NLD cultures
- E.A.T. – Improving our Social Influence Variables
- Realistic ways of connecting with persons with AS, autism and NLD
AS? Autism? NLD?: What’s the difference?
- Recognizing and differentiating AS from autism
- Recognizing and differentiating AS from NLD
- Recognizing secondary and accompanying conditions
The Importance of Learning Styles
- Identifying primary learning styles and preferred orientations
Primary Theories: A Deeper Understanding of AS, autism, and NLD
- Theory of Mind: Explained and illustrated in practical terms
- Central Coherence: Explained and illustrated in practical terms
- Executive Functions: Explained and illustrated in practical terms
- Empathizing vs. Systemizing: Practically Explained and illustrated
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You will learn…
 To select from among the most commonly used diagnostic, screening, and
assessment scales designed for autism and Asperger’s Syndrome.
 To differentiate between Asperger’s and High-functioning autism, and
Asperger’s and Nonverbal Learning Disorders.
 How to differentiate between the various subtypes of Nonverbal Learning
Disorder and identify diagnostic labels that will help to secure services for
these populations.
 The essential components comprising sensory-friendly environments that
can serve to facilitate clinical environments and maximize opportunities for
screening, assessment and therapeutic interventions.
 How to identify and integrate the three primary “social influence variables”
to help maximize assessment and clinical encounters.
 How to better understand the challenges presented across AS, HFA and
NLD populations with regard to underlying problems with Theory of Mind,
Central Coherence, and Executive Dysfunction.
 How to more fluidly understand the AS, HFA and NLD perspectives and
apply this awareness toward formulating diagnostic, referral, and therapeutic
interventions.
 The essential notion of identifying and applying preferred learning styles to
the assessment, diagnostic, and clinical process.
Emerging Paradigms in Neurodevelopmental Disorders
John M. Ortiz, Ph.D.
Director and Founder, The Asperger’s Syndrome Institute
“Neurodiversity” is a concept that refers to the notion that everyone of us is
“neurologically unique” and suggests that—much like ethnic, cultural, or other
types of “diversity,”—each of us needs to be recognized, respected and celebrated
as invaluable individuals. The general purpose of this “Version 2.0” workshop is
to introduce and help to clarify a number of conditions—some well known, others
less familiar—that continue to emerge as threads of the tapestry that underlies and
defines all individuals. More specifically, we will explore how the above
conditions relate to Asperger’s Syndrome, High-Functioning, and Non-verbal
Learning Disability. Through lecture, multi-media, and interactive discussion, we
will examine the differences and similarities between a number of rare and related
conditions, secondary traits, and emerging syndromes, in an effort to provide a
clearer understanding of these challenging, and often confusing, patterns of neurodevelopmental expression. The workshop will emphasize a strength-based
approach and philosophy.
Part One: Morning and early afternoon sections:
Neurodiversity: The Emerging Tapestry
Autism/Asperger’s/PDD-NOS: The Various Diagnostic Systems
- DSM-IV-TR
- ICD-10
- Gillberg & Gillberg’s System
- Szatmari et. al.’s System
- Psychodynamic Diagnostic System
- DC: 0 – 3R System
Emerging Perspectives:
- Atypical Autism types
- Multisystem Developmental Disorder
- Dyslogic Syndrome
Asperger’s Syndrome vs. High-Functioning Autism (HFA)
- A review of differences and similarities
- Autism’s Distribution Bell Curves
Non-Verbal Learning Disability (NLD or NvLD)
- Executive and Right-hemisphere Dysfunctions
- Rourke’s White Matter Syndrome
- Palombo’s Four NLD Subtypes
- AS vs. NLD: A review of differences and similarities
Three Major Players:
- Attention Deficit Hyperactivity Disorder: ADHD-2012
- Sensory Integration Dysfunction
- Synesthesia
Rare Conditions
- D.A.M.P. Syndrome
- P.A.N.D.A.S.
- FRAGILE X Syndrome
- Landau-Kleffner Syndrome
- Prader-Willi Syndrome
- Tuberous Sclerosis Complex
Related Conditions Impacting Education
- Hyperlexia
- Irlen Syndrome
- Dyspraxia
- Dysgraphia
- Dyscalculia
- Prosopagnosia