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ADOS-2 Toddler Module Deep Dive: Expert-Guided Video Insights and Clinical Examples for Practicing Clinicians

CE Hours 10

About this Workshop

With over a decade of expertise in psychological assessments and autism evaluations at Sunfield Center, this advanced training offers an unparalleled opportunity to refine your ADOS-2 skills. Led by Dr. Suzi Naguib, an independent ADOS-2 trainer who trained with Dr. Catherine Lord, this course features hand-selected video clips showcasing autism symptom presentations in young children with varying language abilities and developmental levels. Participants will gain exclusive access to real clinical examples, observe experienced clinicians conducting autism assessments and be provided with in-depth behavioral analyses. This training is designed to enhance clinical judgment and observational skills, equipping practicing clinicians with a richer, more nuanced understanding of autism diagnosis in young children. It is REQUIRED that you have access to an ADOS-2 Manual and one Toddler protocol booklet to complete this workshop. To purchase an ADOS-2 Manual and other materials, contact Western Psychological Services (WPS) at www.wpspublish.com or 1(800) 648-8857. You DO NOT need the ADOS-2 Kit to participate.

Learning Objectives

  • Describe language and communication, social interaction, and play milestones for typically developing toddlers.
  • Identify language and communication, social interaction, play, and restricted repetitive behavior characteristics among autistic toddlers.
  • Explain the conceptual definitions and code descriptions for each of the ADOS-2 Toddler Module Language and Communication A codes.
  • Identify five behavioral examples that apply to the ADOS-2 Toddler Module A codes.
  • Explain the conceptual definitions and code descriptions for each of the ADOS-2 Toddler Module Recriptical Social Interaction B codes.
  • Identify seven behavioral examples that apply to the ADOS-2 Toddler Module B codes.
  • Explain the conceptual definitions and code descriptions for each of the ADOS-2 Toddler Module Play/Imagination C codes.
  • Identify three behavioral examples that apply to the ADOS-2 Toddler Module C codes.
  • Explain the conceptual definitions and code descriptions for each of the ADOS-2 Toddler Module Stereotyped Behaviors and Restricted Interests D codes.
  • Identify five behavioral examples that apply to the ADOS-2 Toddler Module D codes.
  • Explain the conceptual definitions and code descriptions for each of the ADOS-2 Toddler Module Other Behavior E codes.
  • Identify four behavioral examples that apply to the ADOS-2 Toddler Module E codes.

Learning Levels

  • Advanced

Workshop Instructor(s)

  • Dr. Suzi Naguib, Psy.D.

    Dr. Suzi Naguib is a passionate and dedicated psychologist and a strong advocate for those affected by behavioral, emotional, developmental and learning disabilities. Dr. Naguib founded Sunfield Center in August of 2011 with a mission to offer the highest quality, evidence-based clinical care, increase awareness of mental health needs, and provide best-in-class trainings for families and professionals locally and internationally. As a licensed clinical psychologist with over 15 years of experience in the field of autism, ADHD, behavioral and anxiety disorders, Dr. Naguib brings a first-hand understanding of the need for research informed evaluations and evidence based treatment interventions to help families. Dr. Naguib is a certified Parent Child Interaction (PCIT) Therapist and level 1 PCIT trainer. She is also an independent trainer for two of the gold standard autism diagnostic assessment tools (ADOS-2 and ADI-R) and has trained hundreds of providers in Michigan, across the U.S. and internationally on how to accurately evaluate and diagnose autism. Dr. Naguib along with her team at Sunfield Center created a number of trainings for parents and professionals and has expertise in the following areas: adolescent to adult transition planning for individuals diagnosed with autism, family support and empowerment post autism diagnosis and autism and sexuality.

  • Dr. Sydney Nelson, LMSW, PhD

    Dr. Sydney Nelson is a licensed psychologist at Sunfield Center. She specializes in assessing and treating children with neurodevelopmental and learning disabilities. At Sunfield Center, she completes comprehensive neurodevelopmental evaluations for young children and psychoeducation evaluations for children and teens. She also provides evidence-based treatment related to anxiety, social skills, and executive functioning skills. Dr. Nelson values caregiver-child interactions, which is reflected in her integration of psychoeducation and parent training within treatment sessions. Dr. Nelson is also a certified PCIT therapist. Dr. Nelson received her Ph.D. in School Psychology from Michigan State University in 2023. Prior to beginning her doctoral training, Dr. Nelson earned her Master of Social Work from Michigan State University and worked as a school social worker supporting children with disabilities and their families.

  • Dr. Nicole Bergamo, PhD

    Dr. Nicole Bergamo is a licensed clinical psychologist and the Director of Psychology Training at Sunfield Center. In this role, Dr. Bergamo supports the training of doctoral psychology interns and postdoctoral fellows as well as practicum students. Dr. Bergamo also leads the development of social group services, and maintains a caseload of weekly clients. She completed her Ph.D. in School Psychology at Michigan State University and her predoctoral clinical internship and postdoctoral fellowship at Sunfield Center. Dr. Bergamo is passionate about her work with children, adolescents, and families in areas of assessment, intervention, and consultation. She enjoys working with individuals diagnosed with autism, attention-deficit/hyperactivity disorder (ADHD), and anxiety, in addition to other behavioral disorders. Dr. Bergamo’s specific emphasis on social and emotional skill-building, through individual and group intervention, can be seen in her work with clients presenting with a variety of needs. In her work, she primarily utilizes evidence-based Behavioral and Cognitive Behavioral Therapy techniques.

Disclosure

There is no commercial support or sponsorships for the following training.

References

  • 16 gestures by 16 months. FIRST WORDS Project. (2014). https://firstwordsproject.com/wp-content/uploads/2018/02/16-Gestures-x16-Months.pdf
  • Adamson, L. B., Bakeman, R., Suma, K., & Robins, D. L. (2017a). An expanded view of joint attention: Skill, engagement, and language in typical development and autism. Child Development, 90(1). https://doi.org/10.1111/cdev.12973
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
  • American Speech-Language-Hearing Association. (2024). Communication Milestones: Birth to 1 Year. American Speech-Language-Hearing Association. https://www.asha.org/public/developmental-milestones/communication-milestones-birth-to-1-year/
  • Ann & Robert H. Lurie Children’s Hospital (n.d.) Play Developmental Milestones. https://www.luriechildrens.org/en/specialties-conditions/pediatric-occupational-therapy/developmental-milestones/play-developmental-milestones/
  • Broome, K., McCabe, P., Docking, K., Doble, M., & Carrigg, B. (2023). Speech development across subgroups of autistic children: A longitudinal study. Journal of autism and developmental disorders, 53(7), 2570-2586.
  • Buzhardt, J., Wallisch, A., Irvin, D., Boyd, B., Salley, B., & Jia, F. (2022). Exploring growth in expressive communication of infants and toddlers with autism spectrum disorder. Journal of early intervention, 44(1), 3-22.
  • California Department of Education (2024, January 10). Foundation: Imitation. https://www.cde.ca.gov/sp/cd/re/itf09cogdevfdimit.asp#:~:text=The%20developing%20ability%20to%20mirror,others%2C%20either%20immediately%20or%20later&text=At%20around%208%20months%20of,expressions%20of%20others%20during%20interactions.&text=For%20example%2C%20the%20child%20may,cake%20and%20peek%2Da%2Dboo
  • CDC (2023, June 6). Important Milestones: Your Child by 4 years. https://www.cdc.gov/ncbddd/actearly/milestones/milestones-4yr.html
  • Centers for Disease Control and Prevention. (2023, June 6). Important milestones: Your baby by Six Months. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/actearly/milestones/milestones-6mo.html
  • Chawarska, K., Macari, S. and Shic, F. (2012), Context modulates attention to social scenes in toddlers with autism. Journal of Child Psychology and Psychiatry, 53: 903-913. https://doi-org.proxy.lib.umich.edu/10.1111/j.1469-7610.2012.025
  • Chiang, C.-H., Soong, W.-T., Lin, T.-L., & Rogers, S. J. (2008b). Nonverbal communication skills in young children with autism. Journal of Autism and Developmental Disorders, 38(10), 1898–1906. https://doi.org/10.1007/s10803-008-0586-2
  • Day, T. N., Mazefsky, C. A., & Wetherby, A. M. (2022). Characterizing difficulties with emotion regulation in toddlers with autism spectrum disorder. Research in autism spectrum disorders, 96, 101992.
  • Duvall, S. W., Greene, R. K., Phelps, R., Rutter, T. M., Markwardt, S., Painter, J. G., Cordova, M., Calame, B., Doyle, O., Nigg, J. T., Fombonne, E., & Fair, D. (2024). Factors Associated with Confirmed and Unconfirmed Autism Spectrum Disorder Diagnosis in Children Volunteering for Research. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06329-y
  • Gal, E., & Yirmiya, N. (2021). Repetitive and Restricted Behaviors and Interests in Autism Spectrum Disorders. In Autism and child psychopathology series. https://doi.org/10.1007/978-3-030-66445-9
  • Galligan, M. L., Heyman, M., Bolourian, Y., Stavropoulos, K., & Blacher, J. (2022). Brief Report: Emotional and Behavioral Problems Among Young Children with ASD: An Exploratory Study of ADOS E-Codes and Child Characteristics. Journal of Autism and Developmental Disorders, 52(10), 4597–4604. https://doi.org/10.1007/s10803-021-05313-0
  • Khatab, S., Fadi, H., Othman, A., & Al-Thani, D. (2024). Collaborative play for autistic children: A systematic literature review. Entertainment Computing, 50(100653), 100653–100653. https://doi.org/10.1016/j.entcom.2024.100653
  • Lang, S., Bartl-Pokorny, K. D., Pokorny, F. B., Garrido, D., Mani, N., Fox-Boyer, A. V., Zhang, D., & Marschik, P. B. (2019). Canonical babbling: A marker for earlier identification of late detected developmental disorders? Current Developmental Disorders Reports, 6(3), 111–118. https://doi.org/10.1007/s40474-019-00166-w
  • Malik, F., & Marwaha, R. (2022). Developmental stages of social emotional development in children. National Library of Medicine; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK534819/
  • Maykel, C., & Kaufman, J. C. (2023). The assessment of creativity for people with autism spectrum disorder. Psychology in the Schools, 60(2), 401-407. https://doi.org/10.1002/pits.22729
  • Mayo, J., Chlebowski, C., Fein, D. A., & Eigsti, I.-M. (2012). Age of First Words Predicts Cognitive Ability and Adaptive Skills in Children with ASD. Journal of Autism and Developmental Disorders, 43(2), 253–264. https://doi.org/10.1007/s10803-012-1558-0
  • Morgan, L., & Wren, Y. E. (2018). A systematic review of the literature on early vocalizations and babbling patterns in young children. Communication Disorders Quarterly, 40(1), 3–14. https://doi.org/10.1177/1525740118760215
  • Naber, F. B. A., Bakermans-Kranenburg, M. J., van IJzendoorn, M. H., Swinkels, S. H. N., Buitelaar, J. K., Dietz, C., van Daalen, E., & van Engeland, H. (2007). Play Behavior and Attachment in Toddlers with Autism. Journal of Autism and Developmental Disorders, 38(5), 857–866. https://doi.org/10.1007/s10803-007-0454-5
  • Oren, A., Dromi, E., Goldberg, S., & Mimouni-Bloch, A. (2021). Pragmatic profiles of toddlers with autism spectrum disorder at the onset of speech. Frontiers in Neurology, 11. https://doi.org/10.3389/fneur.2020.612314
  • Pennisi, P., Giallongo, L., Milintenda, G., & Cannarozzo, M. (2020). Autism, autistic traits and creativity: A systematic review and meta-analysis. Cognitive Processing, 22, 1–36. https://doi.org/10.1007/s10339-020-00992-6
  • Pierucci, J. M., Barber, A. B., Gilpin, A. T., Crisler, M. E., & Klinger, L. G. (2015). Play assessments and developmental skills in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 30(1), 35-43. https://doi.org/10.1177/1088357614539837
  • Plumb, A. M., & Wetherby, A. M. (2013). Vocalization development in toddlers with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 56(2), 721–734. https://doi.org/10.1044/1092-4388(2012/11-0104)
  • Seal & Schenk (2024, August 2). Imaginary Friends. https://sunfieldcenter.com/imaginary-friends/
  • Talbott, M. R., Young, G. S., Munson, J., Estes, A., Vismara, L. A., & Rogers, S. J. (2018). The developmental sequence and relations between gesture and spoken language in toddlers with autism spectrum disorder. Child Development, 91(3), 743–753. https://doi.org/10.1111/cdev.13203
  • What Are the Earliest Signs of Autism? (n.d.). Child Mind Institute. https://childmind.org/article/what-are-the-earliest-signs-of-autism/
  • Whitman, E. (2018). Murray State’s Digital Commons The Impact of Social Play on Young Children. https://digitalcommons.murraystate.edu/cgi/viewcontent.cgi?article=1118&context=bis437

CE Process Info

Content

  • PRESENTATION SLIDES
    6 parts
    • INTRODUCTION Presentation Slides
    • A CODES Presentation Slides
    • B CODES Presentation Slides
    • C CODES Presentation Slides
    • D CODES Presentation Slides
    • E CODES Presentation Slides
  • HANDOUTS
    3 parts
    • SELECTING A MODULE
    • SHORTHAND NOTATION
    • TODDLER MODULE COMPARISON SCORE CHART
  • INTRODUCTION
    5 parts
    • IMPORTANT NOTES
    • CODING REVIEW
    • NOTE TAKING STRATEGIES
    • TODDLER MODULE ACTIVITIES
    • MEET THE TODDLERS
  • UNDERSTANDING A CODES: From Theory to Practice
    2 parts
    • TODDLER MODULE A CODES PART 1
    • TODDLER MODULE A CODES PART 2
  • UNDERSTANDING B CODES: From Theory to Practice
    4 parts
    • TODDLER MODULE B CODES PART 1
    • TODDLER MODULE B CODES PART 2
    • TODDLER MODULE B CODES PART 3
    • TODDLER MODULE B CODES PART 4
  • UNDERSTANDING C CODES: From Theory to Practice
    1 parts
    • TODDLER MODULE C CODES
  • UNDERSTANDING D CODES: From Theory to Practice
    1 parts
    • TODDLER MODULE D CODES
  • UNDERSTANDING E CODES: From Theory to Practice
    2 parts
    • TODDLER MODULE E CODES
    • WHERE TO GO FROM HERE
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FAQs

  • Course Completion
    To complete the course, review the course objectives, then watch the video power point presentations following along with the corresponding pdf, and lastly complete an evaluation. Your certificate will be available to download immediately when you complete the evaluation. Note that you can not continue in the course until you complete the previous section.
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  • ADA Accommodations
    ADA accommodations will be made in accordance with the law; please indicate your special needs upon registering at least 30 days prior to the event by sending an email to support@ce-go.com or by calling us at 888 498 5578.
  • Target Audience
    This educational activity is intended for IFS trained therapists and practitioners.
You Have Completed This Workshop
$500
You are enrolled
  • CE Hours
    10
  • Type
    Self-Paced
  • Publication Date
    May 1st, 2025

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