Introduction to Applied Behavior Analysis (ABA)

Course excerpt from Applied Behavior Analysis for Autism

“The National Standards Report may be the most important document that parents and practitioners ever read and the most important weapon in their arsenal to fight autism.” – Marjorie H. Charlop, PhD / Professor of Psychology, Claremont McKenna College / Director, The Claremont Autism Center.

Applied Behavior AnalysisApplied Behavior Analysis-based approaches for educating children have been extensively researched. In the last 30 years, ABA has been acknowledged as one of the best practices for teaching children with autism. As you already know, there are a variety of treatments available for students with autism. Their parents, understandably wanting what is best for their child, are often inundated. When helping them sift through the science versus pseudoscience, you can introduce them to the National Standards Project (NSP) (http://www.nationalautismcenter.org/), which works to answer the very crucial question: “how do we effectively treat individuals with autism spectrum disorder?” The National Standards Report (see Web Resources, in References), issued by the NSP, reviews interventions and identifies those that have been shown to be effective for individuals with ASD. The Report recognizes behavioral-based approaches – including ABA – as an established form of treatment.

The National Standards Project (Phase 2, 2015), a primary initiative of the National Autism Center, addresses the need for evidence-based practice guidelines for autism spectrum disorder (ASD). Its primary goal is to provide critical information about which interventions have been shown to be effective for individuals with ASD. The interventions reviewed were given a rating. The possible ratings were “established,” “emerging” or “unestablished.” Behavioral interventions, as we will discuss in this course, were rated as “established.” These behavioral interventions are rooted in the science of applied behavior analysis. Below is a brief introduction to the science of applied behavior analysis and terms associated with the science. These terms will be used throughout the course, so this vocabulary section will set the stage for further application of this science.

As a formal definition of Applied Behavior Analysis (ABA), we offer simply that it is a science devoted to the understanding and improvement of human behavior (Cooper, Heron & Heward, 2007). In other words, ABA is the science of studying behavior, and applying data-supported techniques to increase and/or decrease behaviors that are meaningful to the client and the client’s social environment. It is a systematic way to look at human behavior, including verbal behavior.

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Applied Behavior Analysis for AutismApplied Behavior Analysis for Autism is a 2-hour online continuing education (CE/CEU) course that provides evidence-based behavioral interventions for the minimally verbal child with autism. The prevalence of autism spectrum disorder (ASD) currently seems to be holding steady at one in 68 children (or 1.46 percent). The communication challenges of these children are widely known and require specialized early interventions to overcome them. This course presents evidence-based strategies that can enable students with autism spectrum disorder (ASD), and others who are verbally limited, to become more effective communicators. The focus will be on the minimally verbal child, the child who has a very small repertoire of spoken words or fixed phrases that are used communicatively. Included are: an overview of autism spectrum disorder, an introduction to the science of applied behavior analysis, the use of manding in communication training, techniques for direct instruction programming, and inter-professional collaboration strategies. Major points are illustrated throughout by case studies from actual practice. Course #21-15 | 2017 | 43 pages | 15 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document). Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more.

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

 

 

What is OCD?

Course excerpt from Obsessive-Compulsive Disorder (OCD)

“What if . . . . . ?” “What if I left the coffee pot on?” “What if I made the wrong decision and someone gets hurt?” Did these thoughts cause your heart to beat a little faster?

Did you go check the coffee pot or let the thought go? Did you change your mind when you doubted the choice you made?

OCDObsessive Compulsive Disorder (OCD) is the doubting disease. The doubts never end. If you are treating a patient with OCD, before you know it, you are caught up in it. You hear the person obsessively analyzing hypothetical and catastrophic outcomes and you are made to think of the infinite minutiae of how germs and safety issues could possibly ruin people’s lives. You may try to reason with his/her irrational thoughts, but it won’t work. The truth is: anything is possible. Germs do cause illness, but those without OCD handle and touch things without a thought about whom else has handled them and what they might have left on them. Even though car accidents happen on a daily basis, we drive ourselves to where we need to go anyway. That is why when you are listening to a person’s symptoms, it is crucial to understand that the content of obsessions is not important. Obsessions can even change from time to time, rendering what seemed to be so urgent then insignificant now. The common denominator of OCD is the doubt.

OCD can be characterized as a glitch in the brain’s frontal cortex, home of executive functioning. The executive function is responsible for cognitive processes such as planning, working memory, attention, making judgments and moral decisions, problem solving, verbal reasoning, inhibition, mental flexibility, task switching, and initiation and monitoring of actions. When functioning under normal circumstances, the brain sends messages to which physiological responses are appropriately activated. With OCD, however, urgent messages are sent under the same circumstances in which nothing is wrong or threatening but compel the person with OCD into action just to make sure. How does this happen?

Neurophysiologically, research shows that during an OCD episode, a specific neurocircuit gets stuck in an obsessive loop. While there is no actual evidence of imminent danger, the person’s orbital frontal cortex kicks into alert, like someone pulling a false fire alarm, which sets a loop in motion that compels him/her to find the fire and put it out. It starts with the cingulate gyrus and transmits to the striatum (caudate nucleus and putamen), then to the globus pallidus, on to the thalamus then back to the frontal cortex. Highly anxious and with a sense of urgency, the person checks all possible places for the fire that isn’t there, which only intensifies the obsessive need to keep checking. The problem is that there is no way to prove a negative. No matter how hard the person tries, there is no way to prove a negative and find something that isn’t there.

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Obsessive-Compulsive Disorder (OCD)Obsessive-Compulsive Disorder (OCD) is a 3-hour online continuing education (CE/CEU) course that reviews the diagnosis, assessment and treatment strategies for OCD. Obsessive-Compulsive Disorder (OCD) is characterized by intrusive, unwanted, and anxiety-provoking thoughts, images, impulses and rituals that are performed to alleviate the accompanying distress. Because OCD is a heterogeneous disorder with several subtypes, assessing, diagnosing, and treating it can be challenging. Further, the presentation of varying symptoms may be considered to be OC Related Disorders. Being able to make differential diagnoses and treatment recommendations are essential in clinical work with the many patients that present with the spectrum of OC problems. Specific behavioral strategies have been developed and validated in the literature that target the various manifestations of OCD and related disorders. The first part of the course offers information on the neurobiology, diagnosis and assessment tools, including the various subtypes, and highlights important topics to be taken into consideration during the process. Emotional and cognitive factors are outlined that seem to play important roles in the diagnosis and the course of episodes. The next section is dedicated to describing the clinical factors of and differential aspects of the OC Related Disorders and their prevalence. A case study follows that outlines the precipitating events, assessment, and behavioral treatment of a college student who is struggling to maintain and overcome her OCD. The final section describes effective treatment and coping strategies and augmentations that help to maintain treatment gains. Course #30-95 | 2017 | 60 pages | 20 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document). Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more.

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Effects of Digital Media on Children

Course excerpt from Effects of Digital Media on Children’s Development and Learning

Television became a hot topic of discussion in the 1950s, and even more so as children’s programming became available. Family’s lives were forever changed as their youngsters began to cluster on the floor and sit mesmerized in front of the heavy console piece of furniture with the flickering black and white picture. Programming for children seemed to be a ready-made helpmate to the parents who needed distractions, for many mothers while they went about house chores, especially when the weather made it prohibitive to send the kids outside to play. In fact, the houses with a family fortunate enough to have a television quickly became the youngsters’ favorite home on the block. In fairness to the youth, adult television shows were just as intriguing to the parents.

Televised news, variety shows, dramatic stories, and early game shows soon gave way to a myriad of sports shows, animal documentaries, and even singing shows; Baby Boomers likely remember “Mitch Miller” directing us to watch the bouncing ball so that we could all sing along from the comfort of our living rooms. Whether we mark the beginning of media use with the silent, then “talkie,” movies shown in theaters, or the introduction of television to the intimacy of our homes, media technology has been affecting the lives of humans for several decades. More recently, with the advent of lap top computers, smart phones and tablets, digital technology is a hot topic and area of concern for many parents, teachers, and healthcare practitioners.

Effects of Digital Media on Children’s Development and LearningTo use one of the newer phrases in our techno-influenced vocabularies, “fast forward” to the second decade of the twenty-first century and we are now surrounded by media technology ranging from small sized that will fit into our hands, to wall mounted screens that support life-size images. These screens portray a wide range of content, from televised humans in dramatic stories, to cartoon/ animated figures in entertainment programs or video games. The location of technology in our homes has increased at a dizzying speed, and several research surveys will be presented in this course to identify the extent to which technology has infiltrated daily lives.

Rarely does a home have only one television in the living room- many have TV sets in bedrooms, living rooms, and even kitchens. Entertainment rooms have been replaced with mobile devices that enable us to take our smart phones, tablets, or laptop computers with us wherever we go. Many homes have multiple media screen monitors so that some may be dedicated to video games, while others are used with computers. The movement toward the use of tablets in homes, preschools, and both primary- and secondary-schools is reaching its highest level of use to-date. The combined use of e-readers, tablets, and laptop computers has changed the everyday life of students who may no longer use textbooks for homework or in-class learning activities.

Whether you’re a person who rushes out to buy every new piece of technology as soon as it hits the market or one who scratches their head over the way it seems that everyone is carrying a smart phone and looking at their phone instead of the world around them, digital media is a part of our lives. Researchers in psychology, pediatric medicine, nursing, counseling, social work, speech-language pathology and other related professions are attempting to identify exactly how digital technology is changing our society. There is no doubt that technology is shaping our world in many ways, even if we don’t actively use the internet or use our phones to text.

We cannot escape ubiquitous smartphones being used by people walking on the street without looking at their surroundings, sitting in sports arenas and missing the live action of the sport occurring in front of them, and unfortunately, by drivers of cars on the streets on which we travel. There is absolutely no doubt that texting while driving is criminally, and often fatally, dangerous. But, there are other areas where the dangers may not be as apparent.

Is it possible that the ever increasing use of technology and media by young children is not good for a child’s development? Early childhood educators are involved in research to help us answer that question. Do we really know that using tablets and laptops in our classrooms is more effective than teacher-directed learning? Teachers and education specialists are re-examining the school settings in which this has already changed the model of teaching. Is note taking on a keyboard more helpful for learning than using a pen or pencil to write down notes during a teacher’s lecture? Some research suggests that writing notes supports more effective learning than taking notes on a keyboard device.

Effects of Digital Media on Children’s Development and LearningEffects of Digital Media on Children’s Development and Learning is a 3-hour online continuing education (CE/CEU) course that reviews the research on media use and offers guidance for educators and parents to regulate their children’s use of digital devices. Today’s world is filled with smartphones used by people ignoring their surroundings and even texting while driving, which is criminally dangerous. Are there other dangers that may not be as apparent? Media technology (e.g., smart phones, tablets, or laptop computers) have changed the world. Babies and children are affected and research reveals that 46% of children under age one, and up to 59% of eight-year-old children are exposed to cell phones. In England, nearly 80% of senior primary-school staff reportedly are worried about poor social skills or speech problems of children entering school, which they attribute to the use of media devices. Media technology affects family life, children’s readiness for entering school or preschool, and classroom learning. Recent research delineates a developmental progression of understanding information on devices for children between ages 2- 5 years. Younger children may believe false information if it is on a computer. This research is important for understanding technology uses in education. There are also known health risks and possible adverse effects to social-emotional development. Statistics describing the increase of media technology and developing trends in media use are presented along with guidelines and position statements developed to protect children from risks and adverse effects. Course #30-96 | 2017 | 50 pages | 20 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document). Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more.

About the Author:

Janet Harrison, PhD, CCC-SLP, has been an Associate Professor and Director of Clinical Education in Speech-Language Pathology at Purdue University, an Associate Professor at Marshall University and an Assistant Professor at Valdosta State University. Prior to her university positions she was Administrative Director of Clinical Services, Devereux Hospital & Neurobehavioral Institute of Texas, and developed a clinical program as the director of the Department of Speech-Language Pathology, Devereux Hospital & Children’s Center of Florida. Dr. Harrison has worked extensively in both medical and educational settings for intervention with children and adolescents who have language disorders as well as emotional/behavioral disorders.

CE Information:

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

 

What Causes Anxiety in Children?

Course excerpt from Anxiety in Children

Anxiety in ChildrenWhy are so many children experiencing anxiety disorders? Mental health professionals have cited many reasons: a decrease in play and physical exercise; hovering, anxious parents; the breakdown of the traditional family; nuclear families moving far away from each other, thereby diminishing a sense of community; technology replacing “real” communication; an overload of information, which often comes in the form of negative news; an overabundance of choices; and the fast pace of our modern world. For this reason, it is important to perform a comprehensive assessment in order to determine the causes of anxiety in each child so that an effective treatment plan can be developed.

Here are some of the factors that can cause anxiety in children:

Genetics

There is a genetic component to anxiety; in other words, it often runs in families. When a parent is diagnosed with an anxiety disorder, a child is seven times more likely to develop one as well. Sixty-five percent of children living with an anxious parent meet criteria for an anxiety disorder.

Temperament

Children with anxiety have more heightened physiological reactions to stress than children who have calmer temperaments. When children with anxiety experience emotions, their bodies produce more hormones, signaling the brain to impose the flight or fight response. Because of this surge of hormones, it is harder for them to turn off their stress response. Children who are anxious have trouble managing their overwhelming emotions.

Children who are prone to anxiety have the following characteristics:

  • A greater degree of creativity and imagination.
  • Rigid black and white thinking; they may be unforgiving toward themselves and others.
  • Perfectionism—a setup for failure and anxiety because they set unrealistic goals for themselves and focus on minor mistakes and flaws instead of positivity.


Environment

Exposure to difficult or traumatic situations such as accidents, fire, abuse, parental discord, or environmental disasters can contribute to a child’s anxiety.

There are a number of behaviors in which parents engage that can unintentionally exacerbate stress in their children. Such behaviors include:

  • Rescuing, reassuring, and overprotecting.
  • Limiting independence.
  • Excessive criticism, judgmental attitude.
  • Excessive expression of fear and anxiety in front of the children.
  • Fighting, arguing, and disharmony; anger and explosiveness.
  • Reinforcing the idea that the world is not a safe place.


Researchers note that over-controlling mothers limit the child’s autonomy, increasing their anxiety by limiting their cognitive sense of being able to cope with the environment. Interestingly, in a two-parent family, when both mother and father were over-controlling, only maternal over-control was associated with child anxiety and difficulty coping.

The good news is that with education, parents can be taught better skills to handle their own anxiety and manage their children’s anxiety as well. Experts suggest that the following parenting behaviors can help buffer their children’s stress:

  • Rewarding coping behaviors.
  • Teaching kids that mistakes are okay.
  • Developing a growth mindset about learning.
  • Learning to manage their own anxiety.
  • Positive communication patterns.
  • Teaching children to problem solve and take risks.


Anxiety in ChildrenAnxiety in Children is a 4-hour online continuing education (CE/CEU) course that focuses on behavioral interventions for children with anxiety disorders. According to the Anxiety and Depression Association of America (2017), it is estimated that 40 million Americans suffer from anxiety disorders. Anxiety disorders affect one in eight children, but is often not diagnosed. Untreated anxiety can lead to substance abuse, difficulties in school, and depression. Professionals who work with children, including speech language pathologists, mental health professionals, and occupational therapists, frequently encounter anxiety disorders among their young clients. This course is intended to help clinicians recognize and understand the anxiety disorders that frequently occur in children and learn a wide variety of communication and behavioral strategies for helping their clients manage their anxiety. Included are sections on types and causes of anxiety disorders, strategies for prevention, evidence-based treatments, techniques for helping children manage worry, relaxation techniques for use with children, and detailed discussions on school anxiety and social anxiety. Course #40-43 | 2017 | 69 pages | 25 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document). Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more.

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Earn CE Wherever YOU Love to Be!

 

Top image created by Asier_relampagoestudio – Freepik.com

The Importance of Social Skills

Course excerpt from Improving Social Skills in Children & Adolescents

Improving Social Skills in Children & AdolescentsEveryone wants to be wanted and needed; feelings of belonging are crucial for a person’s self-esteem. Children who are socially competent instinctively understand how relationships work. They can process social data and have a collection of behavioral tools at their disposal to help them in the social arena. These children have good relationships with their peers and the adults in their lives, and they are generally happier, resilient and emotionally healthy.

What are social skills? These are essentially the skills that are needed for successful social communication and interaction across a variety of settings and involve the ability to interact with other individuals in a congenial and harmonious manner. A variety of definitions have been offered. Social skills, as defined by Cillessen and Bellmore (2011), involve being prosocial and cooperative, and being interpersonally successful.

Khadi et al. (2015) included such social activities as showing sympathy for others when they are sad, apologizing if he or she hurts the feelings of others, greeting other children, and responding appropriately when introduced to others.

Social competence, as described by Green & Wood (2014) is characterized by achievement and maintenance of satisfying social relationships.

According to Güven et al. (2015, p. 56), social skills are “closely linked to development and are perhaps the most important set of abilities a person can have.” They include:

  • Showing interest in others
  • Giving and receiving
  • Asserting our needs and rights in appropriate ways
  • Showing consideration and sympathy
  • Communicating effectively


Unfortunately, people are not born with these skills, although some individuals learn them more readily than others. Learning how to get along with others is a process that begins at a very early stage and continues throughout life. The process can be seriously disrupted for children who have other developmental or learning difficulties, which can impair natural social learning processes. It is imperative that professionals working with children know how to help kids develop these life affirming social skills.

Improving Social Skills in Children & AdolescentsImproving Social Skills in Children & Adolescents is a 4-hour online continuing education (CE/CEU) course that discusses the social skills children and adolescents will need to develop to be successful in school and beyond. It will demonstrate the challenges and difficulties that arise from a deficit of these crucial skills, as well as the benefits and advantages that can come about with well-developed social skills. This course will also provide practical tools that teachers and therapists can employ to guide children to overcome their difficulties in the social realm and gain social competence. While there are hundreds of important social skills for students to learn, we can organize them into skill areas to make it easier to identify and determine appropriate interventions. This course is divided into 10 chapters, each detailing various aspects of social skills that children, teens, and adults must master to have normative, healthy relationships with the people they encounter every day. This course provides tools and suggestions that, with practice and support, can assist them in managing their social skills deficits to function in society and nurture relationships with the peers and adults in their lives. Course #40-40 | 2016 | 62 pages | 35 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document). Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more.

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Speech-Language Hearing Association (ASHA); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

Happy children image created by Pressfoto – Freepik.com

Effects of Cyberbullying

Course excerpt from Cyberbullying

CyberbullyCyberbullying is intentional, repeated harm to another person using communication technology. Any communication device may be used to harass or intimidate a victim, such as a cell phone, tablet, or computer. Any communication platform may host cyberbullying: social media sites (Facebook, Twitter), applications (Snapchat, AIM), websites (forums or blogs), and any place where one person can communicate with – or at – another person electronically. The short and long-term effects of bullying are considered as significant as neglect or maltreatment as a type of child abuse (Takizawa, 2014).

Cyberbullying does not happen in a vacuum. The victim has other life events that impact emotional and social functioning. The effects of cyberbullying should be viewed in the light of other childhood adversities: abuse, neglect, family dysfunction, loss of a parent, and other life-changing events (Takizawa, 2014). Research has been able to identify patterns of effects due to cyberbullying, some of which last for a lifetime.

In a review of research on cyberbullying, Kowalski and colleagues (2014) found the effects of experiencing cyberbullying include the following:

  • Anxiety
  • Depression
  • Difficulty sleeping
  • Substance abuse
  • Decreased performance in school, absenteeism, and dropping out of school
  • Increased physical symptoms
  • Suicide


The American Academy of Child and Adolescent Psychiatry (AACAP, 2011) also noted that bullying could result in somatic issues such as headaches and stomach aches, as well as eating disorders, alcohol and drug use.

Barlett (2014a) found similar results, with anger, sadness, fearfulness, as well as increased aggressive behavior found in victims of cyberbullying. Kowalski also found a link between an increase in symptoms of obsessive-compulsive disorder and anxiety related to duration of hours spent on the Internet. The authors note that the directionality of this association “clearly bears scrutiny, but the association appears robust.” It would seem that more time online would increase the person’s risk of exposure to bullying behavior, with its negative emotional consequences.

Sampasa-Kanyinga (2014) noted a reciprocal relationship between bullying victimization and depression. The authors state, “Bullying victimization can cause depression, and depressive symptoms may place some youths at increased risk for victimization.” Victims who also bully others are at a higher risk of depression (Copeland, 2013). Copeland also found bully-victims exhibited increased generalized anxiety and panic. Female bully-victims in particular were at risk for agoraphobia.

Not surprisingly, school age students may avoid school due to bullying. Many students reported skipping school due to safety concerns. Steiner (2014) found that high school students who experienced bullying in person or online were far more likely to miss school, as you can see from these results:

  • 21% of high school students bullied both in person and electronically reported missing school due to safety concerns
  • 13% of those bullied in-person only missed school
  • 11% of those bullied electronically only missed school


As a comparison, 4% of students who had not been bullied missed school due to safety concerns. Steiner notes that the results are equivalent to more than half a million of the 16 million enrolled high school students missing school days because they were afraid of being bullied at school.

The effects of childhood bullying can be felt as the victim ages. Copeland (2013) reported psychiatric symptoms in adult victims of bullying that included depression, antisocial personality disorder, anxiety, substance abuse, and suicidal ideation as well as suicide attempts. In a longitudinal study of over 7,700 people who were bullied as children, Takizawa (2014) found significant psychiatric distress in bullying victims during follow-up at ages 23 and 50. Depression, anxiety, and suicidality were increased, and were especially evident in those who were bullied frequently. Cognitive functioning was negatively affected, even after controlling for childhood IQ.

Takizawa also found that the long-lasting effects of bullying included the risk for decreased social relationships, economic difficulty, and poor quality of life. The risk was similar to children placed in foster care or who experienced multiple childhood adversities. Adults who were bullied as children were more likely to have lower educational levels and men had higher unemployment rates. These adults also had a high risk of living without a partner or spouse. They were less likely to have met with friends in the recent past, and reported fewer social supports.

It was interesting that this long-term study as well as Copeland’s (2013) results did not find a risk of alcohol dependence as a result of childhood bullying. The authors theorize that peer influence guides teens into drinking behavior. Since bullying victims are less exposed to peer influences in this way, alcohol abuse may be less of a risk.

The overall effects seen in long-term follow-up are thought to be partially a result of re-victimization. Finkelhor (2007) studied children exposed to violence and found that victimization of one type can lead to a significant risk of vulnerability to other types of victimization.

CyberbullyingCyberbullying is a 2-hour online continuing education (CE/CEU) course that reviews evidenced-based research for identification, management and prevention of cyberbullying in children, adolescents and adults. Bullies have moved from the playground and workplace to the online world, where anonymity can facilitate bullying behavior. Cyberbullying is intentional, repeated harm to another person using communication technology. It is not accidental or random. It is targeted to a person with less perceived power. This may be someone younger, weaker, or less knowledgeable about technology. Any communication device may be used to harass or intimidate a victim, such as a cell phone, tablet, or computer. Any communication platform may host cyberbullying: social media sites (Facebook, Twitter), applications (Snapchat, AIM), websites (forums or blogs), and any place where one person can communicate with – or at – another person electronically. The short and long-term effects of bullying are considered as significant as neglect or maltreatment as a type of child abuse. This course will describe specific cyberbullying behaviors, review theories that attempt to explain why bullying happens, list the damaging effects that befall its victims, and discuss strategies professionals can use to prevent or manage identified cyberbullying. Cyberbullying is a fast-growing area of concern and all healthcare professionals should be equipped to spot the signs and provide support for our patients and clients, as well as keep up with the technology that drives cyberbullying. Course #21-09 | 2016 | 32 pages | 20 posttest questions

This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document). Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more.

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Speech-Language Hearing Association (ASHA); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

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Cyberbully image created by Jcomp – Freepik.com

Anxiety Disorders on the Rise in Children

Course excerpt from Anxiety in Children

Anxiety in ChildrenThese days, children seem to be more anxious than ever. Mental health professionals have cited many reasons: a decrease in play and physical exercise; hovering, anxious parents; the breakdown of the traditional family; nuclear families moving far away from each other, thereby diminishing a sense of community; technology replacing “real” communication; an overload of information, which often comes in the form of negative news; an overabundance of choices; and the fast pace of our modern world.

Whatever the reason, many children are stressed out. It can be tough for parents and those who work with children to manage and help them overcome their worries, whether they are about family discord, separation anxiety, terrorism, “bad guys,” or any type of change. Children also often want help dealing with their little fears, such as loud noises, the dark, or monsters under the bed. Teens fret about not doing well in school, not getting into college, or not fitting in.

People increasingly expect more of themselves and more out of life, but with the future being so uncertain, this creates a lot of stress. According to Edwards (2013), modern children are actually smarter; they have better problem-solving skills and the ability to take ideas and skills to the next level. However, these skills may contribute to anxiety. Years ago, a child might have thought, pollution is bad. Now the child can take that idea to the next level: pollution is destroying the earth. Children know much more and have access to considerably more information on a variety of levels.

Ensuring that children succeed in school seems to offer comfort to parents, who think that a child who succeeds at school will surely be able to manage in this uncertain world. This has created a pressure cooker environment in schools. Parents, teachers, principals, speech-language pathologists, occupational therapists, marriage and family counselors, social workers, psychologists, and physical therapists are feeling the pressure. When their children are not successful in school, parents often turn to healthcare professionals for help. Whatever your discipline, you are likely to encounter an anxious child.

According to the Anxiety and Depression Association of America (2017), it is estimated that 40 million Americans suffer from anxiety disorders. Anxiety disorders affect one in eight children. Research shows that untreated children with anxiety disorders are at higher risk of performing poorly in school, missing out on important social experiences, and engaging in substance abuse (Peters Mayer, 2008). One in five children with an anxiety disorder is not diagnosed. Anxiety disorders untreated in childhood can continue well into adulthood.

This high incidence of anxiety has impacted the professionals who work with children, including speech-language pathologists. Children with language and communication disorders are especially susceptible to anxiety because they are struggling academically and often compare themselves with their peers. They might feel stupid, lazy, and overlooked by their peers. They often don’t have the language skills they need to express their anxiety and often have issues with school as a result of it (Peters Mayer, 2008).

Here are a few examples of how children’s anxiety can impact them in school:

  • Sara cries uncontrollably before taking a standardized test. She cannot calm herself down before the test and often cannot complete it. Her mother usually calls Sara’s therapist multiple times on the morning of standardized testing asking how to reassure Sara.
  • Eli is anxious about completing his therapy activities when they involve reading. He completely avoids any reading activities and needs repeated reassurance that therapy will not involve reading.
  • Sharice was diagnosed with ADHD. She needs help organizing her schoolwork, homework, and extracurricular activities. She is so nervous about getting into college that she often gets stuck on her homework.
  • Donny suffered a traumatic house fire in his home. Since then, he will only speak in a whisper at school, if at all. The teachers have been looking to both the school psychologist and the SLP for ways to help Donny.


Children who worry feel as though they are constantly on high alert. Their parents, teachers, and therapists are often frustrated with their behavior. According to Chansky (2014), it seems as if anxious children:

… go looking for trouble—whether it is overhearing a conversation in the hallway about lice, or financial stress, or heart attacks, their hearts sink and their worry soars—they don’t want to be this way. They are equipped with a system that is programmed to be highly sensitive to any hint of uncertainty, to risk, to danger. But it’s a system that is not very good at interpreting that…” (p. 23).

This compounds the problem; not only are children dealing with the stress of their anxiety, but they are also isolating themselves from the people who can help them the most.

It is important for helping professionals to recognize when students are suffering from anxiety. It can cause them to “shut down” during therapy or act out. What therapists and counselors can contribute is a collection of specific techniques to help children deal with their anxiety. Healthcare professionals can use skills to help children learn to talk about their feelings—not only their feelings of anxiety, but any feelings and emotions they might experience. In addition, it is important to give children the necessary tools to express those emotions to others around them in an appropriate manner. Sometimes, a student might act out not because of poor behavior, but because he or she cannot express his or her frustrations, anger, and anxiety. Having learned such skills, children can carry them along for use in other therapies.

Greene (2014) states, “Any difficult behavior your child exhibits as challenging behavior occurs when the demands being placed upon the child outstrips the skills he has to respond adaptively to those demands” (p. 10). Children need appropriate ways to ask for help, and parents, teachers, SLPs, and all professionals working with children need skills and techniques to help children manage their anxiety and to avoid becoming frustrated with their behaviors.

Anxiety in Children is a 4-hour online continuing education (CE/CEU) course that focuses on behavioral interventions for children with anxiety disorders.

In this course, we will discuss ways in which helping professionals can teach children skills to manage their anxiety while meeting their educational and therapeutic goals. The tools outlined in this course promote the development of strong relationships by promoting empathy and sensitivity to others. Specific strategies for clinicians, along with examples of their implementation, will be given throughout the course. Each example can be easily translated to other practice/work settings and situations.

Finally, inter-professional collaboration is one of the most effective ways of meeting the needs of children who are struggling with anxiety disorders. According to Hewitt (2014), when children present with social phobia and other anxiety disorders, a referral to psychological services is the first order of business. However, we also need to address maladaptive interactional patterns and conversational and pragmatic intervention, which are within the SLP’s scope of practice. Ideally, SLPs with expertise in pragmatic communication should collaborate with psychologists with expertise in cognitive behavioral therapy. Other disciplines should also collaborate to assure the child with anxiety receives appropriate, targeted care.

Professional Development Resources is approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

 

Improving Social Skills in Children

By Adina Soclof, MS, CCC-SLP

Improving Social Skills in Children & AdolescentsImproving Social Skills in Children & Adolescents is a 4-hour online continuing education (CE/CEU) course that will discuss the need for children and adolescents to develop the social skills they will need to be successful in school and beyond. It will demonstrate the challenges and difficulties that arise from a deficit of these crucial skills, as well as the benefits and advantages that can come about with well-developed social skills.

This course will also provide practical tools that teachers and therapists can employ to guide children to overcome their difficulties in the social realm and gain social competence. While there are hundreds of important social skills for students to learn, we can organize them into skill areas to make it easier to identify and determine appropriate interventions. This course is divided into 10 chapters, each detailing various aspects of social skills that children, teens, and adults must master to have normative, healthy relationships with the people they encounter every day. This course provides tools and suggestions that, with practice and support, can assist them in managing their social skills deficits to function in society and nurture relationships with the peers and adults in their lives. Course #40-40 | 2016 | 62 pages | 35 posttest questions

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LEARNING OBJECTIVES

1. Identify various social skills necessary for children to be socially competent
2. List four reasons why social skills are essential to a person’s emotional development
3. Identify strategies to help children develop social skills
4. List learning disabilities that can impair a child’s ability to develop age-appropriate social skills
5. Identify interventions for increasing social skills in seven key areas

CE INFORMATION

Professional Development Resources
is approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).

COURSE DIRECTIONS
This online course provides instant access to the course materials (PDF download) and CE test. After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to download/print the course materials and take the CE test (you can print the test to mark your answers on it while reading the course document). Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more.
ABOUT THE AUTHOR
Adina Soclof, MS, CCC-SLP, a certified Speech-Language Pathologist, received her master’s degree from Hunter College in New York in Communication Sciences. She is the Director of Parent Outreach for A+ Learning and Development Centers facilitating “How to Talk so Kids will Listen and Listen so Kids will Talk” workshops as well as workshops based on “Siblings Without Rivalry.” Adina is the founder of ParentingSimply.com, a division of A+ Learning and Development Centers. You can reach her and check out her website at www.parentingsimply.com.