Practical Trauma-Informed Strategies to Reduce Anxiety
The program is offered for 0.3 ASHA CEUs (Intermediate level; Professional area).
LEARNING OBJECTIVES
SLP participants will be able to:
- Describe the relationship between working memory and anxiety
- Explain commonly underdeveloped skills for students with anxiety
- Demonstrate at least two strategies that support a anxious students' ability to transition smoothly
- List interventions for reducing anxiety and inproving self-monitoring
Seminar Schedule
12:00pm – 1:00pm: Welcome & introduction of goals; Description of the relationship between working memory and anxiety
1:00pm – 2:00pm: Explanation of commonly underdeveloped skills for students with anxiety; Demonstration of at least two strategies that support a anxious students' ability to transition smoothly
2:00pm – 2:15pm: Break
2:15pm – 3:15pm: List interventions for reducing anxiety and inproving self-monitoring; Wrap Up & Discussion
Jessica Minahan, MEd, BCBA, is a licensed and board-certified behavior analyst, special educator, as well as a consultant to schools internationally. Jessica has over seventeen years of experience supporting students who exhibit challenging behavior in urban public-school systems. She is the co-author of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (Harvard Education Press, 2012) and author of The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (Harvard Education Press, 2014).
Financial disclosure – Jessica Minahan is receiving an honorarium for her presentation. Non-financial disclosure – Jessica Minahan has no relevant non-financial relationships to disclose.