Using Case Conceptualization to Optimize DBT for Neurodiverse Clients

Full program brochure available on the TAP CE website!

Description

Many mental health professionals are not adequately trained to assess autism or to work with autistic individuals. Perhaps even more concerning, many clinicians are unaware of their own knowledge gaps, which may lead to a failure to recognize neurodiversity in their clients. From a medical model standpoint, autism is a neurodevelopmental disorder that manifests as a combination of social skills deficits and restricted/repetitive behaviors. From a social model of disability standpoint, autism is a neurotype to be understood but is only a “disorder” in that it ranges from difficult to nigh impossible to be an autistic person in a world created and largely maintained by allistic (non-autistic) individuals. As such, autistic individuals must exist daily in what is potentially a chronically invalidating environment.

Mental health difficulties (e.g., anxiety, depression, ADHD, PTSD) occur at a significantly higher rate in autistic individuals than in the general population. In addition, rates of suicidal and self-harming behavior are more than three times higher in autistic individuals than allistic individuals. Moreover, autistic clients report a number of barriers to accessing effective, neuroaffirmative treatments for these difficulties. On the one hand, they are often told that providers “don’t work with” autistic individuals; on the other, concealing their autism diagnosis to overcome this barrier can result in ineffective treatment, as the client’s neurotype was not properly assessed and incorporated into the treatment plan.

Preliminary research has demonstrated that DBT can be safe and effective in reducing suicidal behaviors in autistic adults without intellectual disability. In qualitative studies, autistic adults have reported that DBT skills are helpful for regulating emotions, understanding themselves, and connecting with others. In addition, these clients have suggested several modifications that could enhance DBT’s accessibility, effectiveness, or generalizability for autistic individuals. Suggestions have included reducing the number of words on handouts and worksheets, incorporating more concrete practices and visual supports, and more explicitly addressing how DBT skills may apply to neurodiverse clients.

In this workshop, the presenters (one of whom is autistic) will discuss characteristics of autism that clinicians should consider (e.g., autistic learning styles, sensory profiles). Implications for treatment will be discussed, with a focus on incorporating the client’s neurotype into case conceptualization. Potential modifications for both individual therapy and skills delivery will be discussed.

Learning Objectives

As a result of this training, participants will be able to:

1. List 2 autism-specific concepts to consider during case conceptualization with autistic individuals
2. Identify 8 sensory areas that should be assessed with neurodiverse clients
3. Describe 2 or more ways to modify DBT skills training/delivery to be more neurodiversity-affirming
4. List 3 or more potential accommodations that could be made to reduce sensory overwhelm in autistic clients
5. Describe how a neurotypical environment can be pervasively invalidating for an autistic individual

Continuing Education (CE) Information

Six (6) CE credits are being offered for this workshop for those who attend the event in full. TAP is approved by the American Psychological Association to sponsor continuing education for psychologists. TAP maintains responsibility for this program and its content. Participants who miss more than 15 minutes of the training will not be eligible for CEs - partial CE credits will not be given. Participants are required to sign in online at the beginning and conclusion of the course and participate fully in the course, Q&A and any assessments given by the presenters.

Questions about the CE credits for this event can be directed to [email protected].

Event Venue

Online