Working with Children and Adolescents on the Autism Spectrum: Proven and Practical Interventions to Address Challenging Behaviours

Presented by Meghan Barlow, Ph.D.

On Demand | Available Now


6 Hours  |   Pre-approved for 6 CEUs


This online course is available on demand.

Recorded footage and all course content (certificate, videos, quiz) will be available until December 1, 2022. Extensions cannot be granted under any circumstances. 

Registration will close on November 21, 2022. 

Much has been researched and written about regarding the importance of early interventions for individuals with ASD. However, with new diagnostic criteria, individuals with high-functioning ASD may not be diagnosed until later in childhood or adolescence. This webinar will help clinicians, educators, and families develop and implement interventions for individuals with ASD throughout their childhood into adulthood. From understanding the differences in individuals with ASD’s brains and how they process information and communicate to exploring creative and practical ways to teach skills, participants who complete the webinar will gain a fresh perspective on working with individuals with ASD. All strategies presented are designed to prepare, protect, and promote independence for individuals with high-functioning ASD. Specific topics will include discussing the diagnosis with the individual and others, interventions to implement in school and at home to address the increasing demands of elementary school, helping individuals with ASD effectively manage their screen time, teaching sex education and self-care, as well reviewing questioning sexuality or gender identity in the ASD population. Obstacles to developing independence (i.e., driving, applying to University, getting a job, moving out) will be reviewed along with the skills to begin teaching to encourage success and independence. We will cover the transition from adolescence into adulthood and how to help young adults find the motivation to accept assistance and support as needed.

Challenges in Diagnosis: Misconceptions & Realities

  • Updates to DSM-V criteria and what it really means
  • What ASD is and is not
  • ASD as a neurodevelopmental disorder: What’s happening in the brains of individuals with ASD?


To Label or Not To Label

  • Identification opening doors
  • Controlling the message
  • Building Self-Awareness, Self-Advocacy, Self-Respect


It’s Elementary: Interventions to Promote School Age Success

  • Increasing demands, decreasing supports
  • Shaping and Scaffolding to promote independence
  • How to help when the individual doesn’t want help


Screens and Social Media

  • Social skills involved in using social media and texting
  • Decreasing vulnerability online
  • What to do when they won’t get off the screen!


Sex Education, Puberty, and Sexuality

  • Let’s talk sex…in a way that people with ASD will understand
  • Sexuality and Gender Identity in the ASD community
  • Protecting and Preparing individuals with ASD


Transition to Adulthood: Obstacles to Overcome

  • Overcoming obstacles to independence
  • On the road, in the dorms, or in the workplace: skills to build
  • Transitioning services from paediatrics to adult
  • What to do if services are unwanted
  1. Understand diagnostic criteria for ASD and common misconceptions regarding the diagnosis of ASD.
  2. Recognize the services, supports, and interventions needed to help an individual with ASD be successful in school, home, and community now and in the future.
  3. Be able to advocate for individuals with ASD in order to help them access appropriate services and supports.
  4. Understand common challenges as individuals with ASD move through childhood through adulthood.
  5. Be able to develop and implement interventions designed to protect and prepare individuals with ASD as they become independent adults.

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.

Meghan Barlow, Ph.D., is a licensed paediatric psychologist specializing in the assessment and treatment of children, adolescents and young adults on the autism spectrum. She also has a wide range of experience working with children who have a variety of anxiety disorders, developmental disorders, attention deficit disorders, mood disorders, behavioural concerns, genetic and metabolic syndromes and acute or chronic medical conditions. Dr. Barlow is the owner of a private practice, Meghan Barlow and Associates, where she provides assessment, treatment and group therapy services for children, adolescents, and young adults. Dr. Barlow has developed trainings and workshops for parents, school professionals, and mental health providers on topics related to social skills, autism spectrum disorder, depression and anxiety. She speaks in a variety of settings offering education and practical strategies for managing children’s behaviour, facilitating social skills and navigating developmental transitions. Dr. Barlow earned her Ph.D. from Kent State University.

RegistrationEarly bird FeeRegular Fee
Individual Enrollment$249.00N/A
Full-Time Student$199.00N/A

All fees are in Canadian dollars ($CAD).

For group and/or student rates please view our Terms & Conditions and contact for more information and registration. 

  • Canadian Psychological Association
    The Alberta College of Social Workers (ACSW) and the Newfoundland and Labrador Association of Social Workers (NLASW) accept CPA-approved continuing education credits