Profectum's 2026 Symposium

Regulation is at the heart of every human experience. Our capacity to manage constant demands to level emotional, cognitive, and neurobiological changes is often priority number one child development. It shapes how we connect with others, respond to stress, engage in learning, and navigate the challenges of daily life. Whether supporting infants, children, adolescents, or adults, caregivers and practitioners across disciplines are increasingly recognizing regulation as a foundation for development, wellbeing, and meaningful relationships. Profectum’s November Symposium will bring together diverse perspectives to explore the many dimensions of regulation—from the neurobiology of stress and resilience to emotional regulation, co-regulation in caregiving relationships, and the essential role of felt safety and emotional security. Through engaging presentations, case discussions, and practical applications, participants will deepen their understanding of regulation as both a biological process and a deeply relational and interactive experience. The symposium features three keynote sessions that will ground us in the relational science of regulation. Concepts from the DIR model and other relationship-based approaches will be contextualized to support a broad and relationally oriented understanding of regulation as it relates to children, practitioners, and caregivers. Participants will also be able to choose from a selection of breakout sessions that apply this relational understanding of regulation in specific contexts.

Since its inception, the DIR model has framed regulation as the foundation for being in relationships and ongoing developmental growth. Today, clinicians, educators, and caregivers recognize the vital role of regulation in the lives of young children and in themselves. Even with widespread agreement about its importance, many continue to grapple with how best to frame regulation in their daily lives and how to apply principles of regulation in their interactions with children and families.

Designed for practitioners, educators, therapists, physicians, students, and caregivers alike, the symposium emphasizes ideas that can be translated directly into practice. Sessions will bridge research and real-world application, offering practical strategies while encouraging thoughtful reflection about how we support regulation in ourselves and in those we serve. Participants will leave with a richer understanding of how regulation influences development across the lifespan, renewed inspiration for their work, and concrete approaches that foster resilience, connection, and growth in everyday interactions.

Profectum is committed to providing equitable access to our conferences across a wide span of constituencies, including across our many international stakeholders and attendees. In an effort to remove barriers to attendance, we are pleased to offer a sliding scale of registration fees. The “Community Supported” fee is available for anyone with financial or other hardships. The “Standard” fee is the set cost. The “Pay It Forward” fee enables you to assist in covering costs for others. There are no separate forms or processes; each registrant should choose the amount they are comfortable paying, and register at that price.

Registration Fee Schedule: Your registration includes access to attend the 1-day symposium live online and access to recordings for 45 days post conference (December 30, 2026.)

Early Bird (through Oct 12th) $95
Standard (after Oct 12th): $125
Community Supported: $85
Pay it Forward: $195
Parents and Students: $75

Recordings: Recordings will be available to registrants until December 30, 2026.

Cancellation and Refund Policy: Cancellations more than 10 working days (Mon-Fri) before the start date of this program will result in a refund less a $35 cancellation fee. No refund can be given for a cancellation 10 or fewer working days (Mon-Fri) before this program start date. [October 30, 2026] Requests for refunds must be received in writing via email to conferences@profectum.org. In the event that this program is cancelled, you will be notified immediately via email and a credit will be issued toward a rescheduled program, or the entire submitted fee will be refunded without further liability on the part of the organizer.

Special Accommodations Requests: If you require ADA accommodations or have a special needs request, please email conferences@profectum.org at least two weeks before the program start date so arrangements can be made.

9:45 AM EST | Zoom opens for attendees

10:00 - 10:10 AM EST

Welcome
Lisa Reilly, Executive Director

10:10 - 11:25 AM EST

The D, the I, and the R of Regulation: A Multi-System, DIR®-Inspired Perspective
Tal Baz, MS, OTR/L and Gilbert Foley, EdD, IMH-E®

11:25 - 11:35 AM EST | Break

11:35 AM - 12:35 PM EST

Of Course This Is Hard: Attuning to Caregiver Regulation
Rebecca Berg, OTR/L, IMH-E®

12:35 - 1:05 PM EST | Break

1:05 - 2:20 PM EST | Session 1 Breakouts

The Cornerstone of Early Regulation is a Dance: Finding a Rhythm that Works
Sherri Cawn, MA, CCC-SLP and Beth Osten, PhD, OTR/L

Title coming soon

Kristy Anselmo, MS, CCC-SLP; Amy Kolavo, MA, LCPC; Nyssa Lombardo; Brenna Losurdo; Lindsey McDowell; Jenna Nieman of Soaring Eagle Academy

2:20 - 2:25 PM EST | Break

2:25 - 3:40 PM EST | Session 2 Breakouts

Persistent Dysregulation: When to Call the Doctor

Ricki Robinson, MD, MPH

Not a Behavior Plan - A Developmental Plan: Applying Developmental Thinking to Adolescents in Crisis

Linda Cervenka, MA, CCC-SLP

3:40 - 3:45 PM EST | Break

3:45 - 5:00 PM EST

Learn to Read the Nervous System: How to Measure, Stabilize, and Sustain Regulation Using NeuroRelational Care
Connie Lillas, RN, MFT, PhD; Traci Swink, MD; Betty Peralta, MIT, MS-MHC, IMH-E®

5:00 - 5:010 PM EST | Closing

Enhancing Caring Connections and Independence Over the Lifetime

William M. Singletary, MD

Panel Discussion:
Moderator: Ruby Salazar, LCSW, BCD;
Panelists: Tal Baz, MS, OTR/L; Gilbert Foley, EdD, IMH-E®; Sima Gerber, PhD, CCC-SLP

Sensitive caregiving in early life leads to the development of a loving attachment. This caring connection provides a sense of safety and well-being in the presence of the caregiver. This developmental achievement sets the stage for caring relationships and optimal development of independence over the lifespan. While dependence and independence are often seen as polar opposites, in actuality, warm connections foster independence which, in turn, promotes caring connections. Supporting this paradoxical developmental process contributes to the development of well-being over the lifespan.

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

Summarize the developmental process involving caring connections and independence.
Recognize both growth-promoting and growth-disturbing reactions to feelings of separateness, loss, sadness and vulnerability.

Raising Neurodivergent Kids: Rethinking “Normal,” Reclaiming Roles, and Redesigning Family Life

Debbie Reber, MA

Families raising neurodivergent kids often find themselves wondering, “Is it supposed to feel like this?” The reality is that raising differently wired children comes with dynamics, rhythms, and challenges that simply aren’t reflected in conventional parenting narratives.

Drawing from a decade of interviewing experts, supporting parents, and living this journey herself, Debbie explores how family life shifts when a child’s needs are complex — how roles blur, emotional load increases, and parents often lose a sense of who they are outside the caregiving identity. She offers a compassionate roadmap for helping families clarify roles, reclaim personal agency, and design daily rhythms that support regulation, connection, and long-term well-being.

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

Identify common patterns and role dynamics within neurodivergent family systems, including emotional intensity, role blending, and the unique pressures that shape daily family life.
Apply relationship-building and communication strategies to strengthen co-parent alignment, support sibling dynamics, and help families articulate a cohesive family identity.

*Mental Health continuing education credits are not offered for this presentation.

Living the Process: Family Perspectives on the Power of Relationships

Tyler P. Choate, MS, CCC-SLP, IECMH-E® with Rebecca Berg, OTR/L, IMH-E®; Jeannie Gutierrez, PhD; Ricki Robinson, MD, MPH

In this interactive workshop, families are invited to speak directly about what has shaped their experiences of care. This session centers families’ voices and lived experiences as essential sources of knowledge in relationship-based practice.

Through a curated selection of guided interviews, we will hear from families reflecting on their experiences within developmental, relationship-centered interventions. Families with a range of backgrounds, needs, and experiences will speak to what shifted over time, what did and did not work, what supported repairs and connections, and what fostered safety, trust, and growth. Families will consider how being held within an attuned, relational process affected not only the identified child, but the family system as a whole. These stories illuminate the subtle process in which the power of relationships is manifest in growth, healing, and development.

Following a set of brief recorded interviews with families, participants will engage in small-group dialogue using a reflective guide designed to support meaning-making, integration, and resonance with their own clinical, educational, or caregiving roles. Attention will be given to relational presence, tangible relational tools, and the ways families build strengths over time.

The session concludes with a panel response from interdisciplinary clinicians who will reflect on the family narratives and synthesize themes from across day one of the conference. Panelists will explore how family dynamics deepen and challenge professional assumptions, and how relationship-centered work unfolds across contexts, disciplines, and roles.

Together, this session offers space to slow down, listen carefully, and reflect on how relationships shape development in the context of family systems.

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

Integrate family and caregiver perspectives into clinical thinking that guides assessment, intervention, and goal making.
Describe the impact of relationship-based interventions, trust, and connection on family wellbeing.

Working with Children Using a Family Systems-Socio-Cultural Framework

Martha E. Edwards, PhD

Panel Discussion
Moderator: Sima Gerber, PhD, CCC-SLP;
Panelists: Martha E. Edwards, PhD; Griff Doyle, PhD; Beth Osten, PhD, OTR/L

** Please note: The individual client videos that Martha shares will not be recorded.

Donald Winnicott famously said, “There is no such thing as a baby… there is a baby and someone.” And that someone is not just one person. That someone is a caregiving system that is embedded in nuclear and extended families who are, themselves embedded in a socio-cultural context. In working with children clinically, it is essential to consider how their neurobiology might shape their behavior and understand their experience – what they think, feel, need, intend. And it is equally essential to identify the impact of the family system on the child – including each parent’s interaction with the child, the parents’ relationship, the sibling relationships, and relationships with extended family. And it is also essential to recognize how the family’s socio-cultural context provides support and/or causes stress to the family and its members.

In this session, Dr. Edwards will use her work with a five-year-old child and his family to illustrate how these complex dynamics surface in the treatment of child difficulties. Through video clips of therapy sessions, she will: (1) demonstrate how to use play therapy activities to build a working model of each family member and assess family dynamics, (2) demonstrate how to use video review with parents to assess their capacity to reflect on themselves and their children; (3) present a developmental-socio-cultural conceptualization of the child and family that will guide treatment.

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

Identify the following parenting processes in a family’s life: (a) developing the emotional relationship; (b) promoting exploration; and (c) guiding towards interdependence.
Apply at least three family play therapy activities with families.
Develop a relational hypothesis that helps explain a family’s dynamics and guides the interventions to resolve the presenting problem.

Creating Healthy Families-Therapists and Parents Partnering Together

Diane Selinger, PhD

This presentation will focus on the collaboration between therapists and caregivers in relationship-based, developmental therapy. DIR has a long history of actively involving caregivers in therapy sessions and resisting trends that exclude and sideline them from the process. With a therapist as partner, caregivers can be agents of their children's growth—and the wellbeing of their whole family. Participants will develop a consideration of the whole family when providing effective support to children and caregivers. There will also be a special emphasis on siblings, who have a unique experience within the family.

This session will apply core components of the DIR framework to our working model for supporting families and caregivers. The Functional Emotional Developmental Levels (FEDLs), a cornerstone of DIR, will serve as an anchor. We will use this critical component of the model to think about supporting caregivers in regulating, engaging, interacting, playing, communicating, problem solving and thinking with their children. Another emphasis will be on framing the interaction between a child’s and a caregiver’s individual differences as they arise in sessions or as part of everyday life. By growing an awareness of their own profile and experience, caregivers are better equipped to help a child climb the developmental ladder. Thus, this presentation will discuss therapist-parent collaboration at both the family level and in micro, moment to moment interactions that occur between child, parent, and therapist.

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

Explain the individual differences of parent/caregiver, and explain why this is important.
List two strategies on how to partner with parents/caregivers to work at the different Functional Emotional Developmental Levels.

CONCURRENT BREAKOUT SESSIONS

1) Nurturing Relationships with Families to Support Development Across Contexts

Jennifer Hein, OTR/L; Mary Ann O'Connell, PhD, CCC-SLP

Families from diverse backgrounds seek services from non-mental health professionals, such as Speech-Language Pathologists and Occupational Therapists, for issues related to their respective domains (e.g., articulation and handwriting), but often also involve complex relational work that includes the foundational pillar of regulation. This session will highlight pragmatic strategies that families and non-mental health clinicians can use to support regulation and foundational FEDCs to support growth along the developmental ladder. A conversation between two DIR clinicians will ground this session as they share reflective insights from case-based narratives and vignettes to highlight the spectrum of lessons gleaned from cases involving complex relational work.

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

Identify 2 signals that indicate regulation may be an underlying capacity in need of support with a pediatric client and their family.
Discuss 2 reasons why family involvement with cases that require complex relational work is critical.
Identify 2 ways a clinician can involve families to support bi-directional exploration between the family and the clinician(s) of development through a DIR lens.

2) Families Across the Lifespan: How Relationships Shape Development, Resilience, and Neurodiversity

Gilbert Foley, EdD, IMH-E®; Yana Peleg, PhD; Ruby Salazar, LCSW, BCD

In this integrative, clinically grounded session, Dr. Gilbert Foley, Dr. Yana Peleg, and Ruby Salazar, LCSW, BCD, explore the family as the foundational developmental ecosystem from infancy through adulthood with a biopsychosocial approach. Tracing both typical and neurodivergent pathways, the presenters will use rich case vignettes to illuminate how caregiver capacities, relational patterns, ecological stressors, and moments of connection shape growth in each period across the lifespan. Participants will gain a nuanced perspective of how families evolve, adapt, and sustain resilience—and how practitioners can effectively support these systems as they navigate positive and negative forces, celebrate progress, and nurture developmental wellbeing at every lifespan stage.

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

Identify positive outcomes and confounds at each stage of the Eriksonian life cycle.
Identify the role of attuned, contingent responsiveness of caregivers to support children' s growing sense of self from infancy into adulthood.

3) Supporting Infants, Toddlers and Their Families through DIR: It’s all About the Relationship

Barb Baldassare, OTR/L; Caroline Ferguson-Walsh, MS-LP(C), CCC-SLP

In the United States, the national Early Childhood Technical Assistance Center (ECTA) provides guidance based on best practice to individual states as they develop and implement programs serving children age birth to three. These best practices, outlined in seven key principles, align beautifully with the tenets of the DIR Model and can provide a framework to organize our thinking in home- based work with infants, toddlers and their families. In our hour together, we’ll describe the tenets of Early Intervention and the DIR model by sharing the experience of several families who sought help in nurturing a child who was experiencing developmental challenges. We’ll look at the way interventionists guided them through initial evaluations, information sharing and goal setting. We’ll look at the role of the team with families who sought out medical diagnoses and interventions. We’ll also look at the unique benefits and challenges that are an integral part of home-based work. We will follow one child and his mom through a year-long case study as their capacities grow together in the context of their relationship.

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

Identify best practices in developmental therapeutic work with children birth to three.
Describe the importance of the relationship in coaching parents in their homes.
Employ strategies to build an effective team, keeping the family at the center.

*Mental Health continuing education credits are not offered for this presentation.

CONCURRENT BREAKOUT SESSIONS

4) Family Networks: From Individual to Group Intervention in a Community Program

Nora D'Angiola, PhD, CCC-SLP; Maria Mercedes Gimenez, Psychologist

Casa de Familia is an organization based in Rosario, Santa Fe, Argentina that supports children with Autism and their families. Families lead the treatment at Casa de Familia because of our deep appreciation for relationships. Our services are embedded into everyday life experiences because we know that real life does not unfold in the treatment room. This includes going to school, family lunches, vacations, and summer camps.

This breakout session will show the process of a paradigm shift from intervening with people with developmental challenges to supporting the families surrounding those people. We will highlight the journey we make from one-to-one intervention in the office to group interventions in natural environments. We will also show how the DIR model was able to reach families with socioeconomic difficulties through support and management networks between Casa De Familia and the municipal government of each town/city.

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

List two DIRFloortime strategies that can be implemented with families remotely.
Describe how the DIR model can be adapted to different cultures and sociocultural environments.

5) Integrating Families as Essential Partners in School Communities
Linda Cervenka, MA, CCC-SLP; Elisa Chrem, MS, CCC-SLP, MA Ed; Michele Ricamato, MA, CCC-SLP

This session explores the critical relationship between families and the educators and therapists who support their children within school environments. As families navigate decisions about appropriate educational placement, collaboration becomes vital—yet finding time to gain insights from one another, exchange ideas, celebrate successes, and consider a family’s unique needs can be challenging. Together we will reflect on essential questions: What is most important to this family? Are we aligning our goals with theirs, or unintentionally creating goals in isolation of the family system?

Through the lens of the family’s journey—including their decision to choose a DIR-based school—we will examine how meaningful partnerships are built, nurtured, and sustained. Participants will gain insight into how trust, open dialogue, and shared problem-solving provide the foundation for navigating complex school days and sometimes difficult conversations. This session aims to gain greater insight, strengthen family-school collaboration, and highlight why true partnership is indispensable for supporting children with special needs.

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

Identify the critical elements involved in building meaningful connections with caregivers.
Reflect on and articulate personal therapeutic goals and evaluate how they align with family priorities.
Explain the role of autonomy and self-determination in supporting individuals with developmental disabilities.

6) Establishing the Professional as a Secure Base: A Long Term Case Study

Steve Glazier, MA

DIR providers have broadened the concept of “secure base” to describe an optimal stance for professionals to take with families. Ideally, caregivers provide consistent, supportive containers in which children grow and develop. These secure base relationships provide children with an internalized sense of safety that allows their exploration of the world and, still, they are at the ready when that world is confusing, isolating, and disconnected. Regardless of discipline, professionals can make use of these same relational principles. They can serve as consistent partners whom the family comes to rely upon over time and return to when they need validation, meaning, and support. By compassionately tending to the global needs of the family, professionals can create a space where emotional support co-exists with practical guidance and planning.

In this presentation, psychologist, Steven Glazier, will highlight the secure base professional through the lens of a long-term case study. It is a compelling story that unfolds over the course of 13+ years of intensive work with a single mother who immigrated to the USA and her autistic son. Video of the caregiver-child interactions will be presented in addition to reflections from the mother and clinician.

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

Summarize the concept of professionals as secure bases for families.
Apply three strategies to partner with caregivers in long-term cases.

The History and Future of DIR: Lessons Learned

Serena Wieder, PhD with Ruby Salazar, LCSW, BCD

The DIR Model emerged from a deep commitment to comprehending and supporting each child’s and family’s unique developmental path. DIR provided a revolutionary framework that shifted the focus from symptom reduction and isolated skills to the holistic promotion of emotional, social, and cognitive development, redefining development, identifying the role of individual differences and the power of relationships across the lifespan. Did we need another model of development? Yes. This session will describe the journey we took over forty years to create the DIR Model and a conversation with Ruby Salazar reflecting on lessons learned and needed.

Dr. Wieder and the conference chair, Ruby Salazar, offer a critical perspective on the value of families in our therapeutic frameworks. Together, they will synthesize and integrate key concepts from the conference, and adjust our focus on those concepts through a DIR lens. Participants will witness the kind of reflective thinking that is required to integrate multiple perspectives and drive our work forward.

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

Describe the origin of the DIR model and how it relates to families.
Recognize the core concepts of DIR to integrate them into individual and family-based interventions.

Occupational Therapists/Certified Occupational Therapy Assistants

Continuing Education course requirements:

Attend the conference day in real time for the full scheduled duration. Credit will only be awarded to learners who attend the entire day; partial credit is not available.
Complete the post-conference quiz with a score of 80% or higher (per day).
Complete the continuing education conference evaluation (per day).
Submit OT learner identification information (once)

If you have any questions or concerns regarding the process for AOTA CE credits, please contact Profectum Foundation 973-531-4376 or email emily.mohr@profectum.org. 267 Main St., Ste 2B, Chester, NJ 07930

Speech Language Therapy

For learners that have signed up for continuing education credit for Speech Language Therapy (ASHA), you are required to complete the following course requirements:

Attend the conference day in real time for the full scheduled duration. Credit will only be awarded to learners who attend the entire day; partial credit is not available.
Complete the continuing education conference evaluation (per day).
Submit an ASHA participant form (once)

There are no prerequisites for this Conference.

March 6, 2025 is offered at 0.45 ASHA CEUs and March 8, 2026 is offered at 0.55 ASHA CEUs. A combined total of 1.0 ASHA CEUs.

ASHA Continuing Education credits co-sponsored by Easterseals DuPage & Fox Valley

Psychology, Social Work, Mental Health Counseling and Marriage and Family Therapy

For learners that have signed up for continuing education credit, you are required to complete the following course requirements:

Attend the conference day in real time for the full scheduled duration. Credit will only be awarded to learners who attend the entire day; partial credit is not available. There are no prerequisites for this Conference.
You will receive an email by March 11th, with instructions on obtaining your Certificate. Participants print their own certificate after registering at CE-Classes.com, entering a keycode, and completing an evaluation form. Certificates are awarded online after completion of the Conference.

CE-Classes.com is the provider of (CEs). This Intermediate level Conference is approved for 3.5 CEs* on March 6 and 5.5 CEs** for March 8, 2026.

*Continuing education credits are not offered for the following presentations on March 6: Raising Neurodivergent Kids: Rethinking “Normal,” Reclaiming Roles, and Redesigning Family Life.

**Continuing education credits are not offered for the following presentation on March 8: Supporting Infants, Toddlers and Their Families through DIR: It’s all About the Relationship.

Licensed Professionals should contact their regulatory board to determine course approval. There are no known conflicts of interests for this workshop.

The American Psychological Association (APA) CE-Classes.com is approved by the American Psychological Association to sponsor continuing education for psychologists. CE-Classes.com maintains responsibility for this program and its content.
California Board of Behavioral Sciences. The California Board of Behavioral Sciences, BBS, recognizes relevant course work/training that has been approved by nationally recognized certifying bodies, such as APA, to satisfy renewal requirements.
California Consortium of Addiction Programs and Professionals (CCAPP) Provider Number OS-12-174-0627 Expires 06-2027
California Board of Registered Nursing. CEP 15647 Expires 11/30/2026.
California Association of DUI Treatment Programs (CADTP) Provider Number 231
Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling Provider #852 BAP-Expires 3/31/2027
Florida Board of Nursing (CE Provider #: 50-4896) Expires 10/31/2026 Do not send certificates to the Florida Board of Nursing. You must keep this certificate for 4 years.
Florida Certification Board
Illinois - CE-Classes.com is a registered social work CE sponsor by the State of Illinois. License 159.001607 Expires 11/30/2027
Massachusetts Authorization Number: (TBD)
New York Mental Health Practitioners Board CE-Classes.com, Inc. is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0260
New York Psychology Board CE-Classes.com, Inc. is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0211
New York Social Work Board – CE-Classes.com is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0120.
Ohio Counselor, Social Worker and Marriage and Family Therapist Board - Approval from a state licensing board for counselors, social workers, marriage and family therapists is accepted by the OH CSWMFTB.
Oklahoma Board of Behavioral Health Licensure (LPCs, LMFTs and LBCs)
South Carolina - CE-Classes.com is approved by the S.C. Board of Examiners for Licensure of Professional Counselors, Marriage & Family Therapist, Addiction Counselors, and Psycho-Educational Specialists (#4696).
Texas Board of Social Work Examiners – CE-Classes.com meets the requirements for acceptable continuing education. Effective 1/1/24, at least half of the 30 hours must be obtained from a provider listed in 801.261(f). This course meets that requirement.
Texas Board of Professional Counselors – CE-Classes.com meets the requirements for acceptable continuing education. Effective 1/1/24, at least half of the 30 hours must be obtained from a provider listed in 801.261(f). This course meets that requirement.
Texas Board of Marriage & Family Therapists – CE-Classes.com meets the requirements for acceptable continuing education. Effective 1/1/24, at least half of the 30 hours must be obtained from a provider listed in 801.261(f). This course meets that requirement.
This course is NOT available for NBCC credit
This course does not offer ASWB ACE credit to social workers. However our state board approvals may be accepted for license renewal. Check with your state board.

Continuing Education Credits sponsored by CE-Classes.com

In this presentation, deeper questions about regulation will be examined: Where does it begin? How does it develop? How do multiple biological and psychological systems converge to shape it? And how might relationship expand our capacity for regulatory range, flexibility, and growth? Further, the concept and process of regulation will be considered in line with the three dimensions of the DIR model: regulation as a dynamic developmental process; regulation as unique to each individual nervous system; regulation in the context of relationships and ending with an exploration of co-regulation.

This breakout session will explore PD by defining what it is, including its association with increased anxiety, and identifying the varied patterns of behavior that result from underlying PD. Then, using an expanded DIR model, consider when the PD may be due to underlying, undiagnosed medical conditions that require medical support. In other words, when is it time to “Call the Doctor.” This approach will be illustrated through real life cases from Dr. Ricki’s pediatric practice, devoted to the care of neurodiverse individuals, especially those who are Autistic. Undiagnosed medical conditions run the gamut of physiologic dysfunction affecting all of us. These commonly include: gastrointestinal issues, difficulty with sleep, acute and chronic infectious diseases, hormonal changes, seizures, and movement disorders. Through these case discussions, participants will practice DIR problem solving as we consider a child’s dysregulation as a clue to discover what underlying issues, medical and otherwise, might be severely affecting each child. Once these issues are identified and addressed, regulation, meaningful interaction, and continued developmental progress can once again be anticipated.

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

1) Explain what persistent dysregulation (PD) is, how to recognize an individuals pattern of behavior when experiencing PD and the physiology underling PD.

2) Apply the DIR Model approach to consider possible underlying triggers, events, and challenges resulting in PD for a particular individual.

3) Discuss with clients the appropriate time to consult a physician to evaluate possible medical concerns for an individual with PD.

This event will be held live online via Zoom

All times are listed in Eastern Time (ET)
Use the time zone converter to find the corresponding time in your location

https://dateful.com/time-zone-converter

Recordings will be available to registrants until December 30, 2026

General Certificates of Attendance will be available in the conference dashboard post conference. Learners who attended the conference sessions live online will receive an email with a password to unlock their certificate of attendance. Make sure you enter your first and last name in Zoom, so we can identify you and so that your attendance can be tracked. If we cannot identify you or track your attendance we cannot provide a certificate of attendance or a Continuing Education certificate.

For those wanting to earn Continuing Education credits, you must complete the requirements
listed in the CE section.

Payment in full is required.

Cancellations more than 10 working days (Mon-Fri) before the start date of this program will result in a refund less a $25.00 cancellation fee. No refund can be given for a cancellation 10 or fewer working days (Mon-Fri) before this program start date. [February 20, 2026] Requests for refunds must be received in writing via email to conferences@profectum.org.

In the event that this program is canceled, you will be notified immediately via email and a credit will be issued toward a rescheduled program, or the entire submitted fee will be refunded without further liability on the part of the organizer.

If you require ADA accommodations or have a special needs request, please email conferences@profectum.org at least two weeks before the program start date so arrangements can be made.

Profectum uses video streaming and video conferencing as our standard technology tools. The conference relies on joining live online using Zoom. A strong internet connection is needed. Directly connect to your internet router or be as close to your wireless router as possible. Internet connection, computer power and/or Zoom may cause delays or out-of-sync videos.

Regulation: Foundations for Connection and Growth

Sunday November 15, 2026

Regulation: Foundations for Connection and Growth

November 15, 2026

Symposium Overview

Themes

Who should attend?

Fees

Registration

Schedule

Sunday November 15

Program

Continuing education

The D, the I, and the R of Regulation: A Multi-System, DIR®-Inspired Perspective

Of Course This Is Hard: Attuning to Caregiver Regulation

The Cornerstone of Early Regulation is a Dance: Finding a Rhythm that Works

Title coming soon

Persistent Dysregulation: When to Call the Doctor

Not A Behavior Plan - A Developmental Plan: Applying Developmental Thinking to Adolescents in Crisis

Learn to Read the Nervous System: How to Measure, Stabilize, and Sustain Regulation Using NeuroRelational Care

This event will be held live online via Zoom

All times are listed in Eastern Time (ET)
Use the time zone converter to find the corresponding time in your location

Recordings will be available to registrants until December 30, 2026

Thank you to our sponsors

Frequently asked questions

Attendance and requirements for completion

Payment, withdrawal and refund policy

Cancelation policy

Special accommodation requests

Technology considerations

Organization

Policy Pages

Education

Conferences

Regulation: Foundations for Connection and Growth

Sunday November 15, 2026

Regulation: Foundations for Connection and Growth

November 15, 2026

Symposium Overview

Themes

Who should attend?

Fees

Registration

Schedule

Sunday November 15

Program

Continuing education

The D, the I, and the R of Regulation: A Multi-System, DIR®-Inspired Perspective

Of Course This Is Hard: Attuning to Caregiver Regulation

The Cornerstone of Early Regulation is a Dance: Finding a Rhythm that Works

Title coming soon

Persistent Dysregulation: When to Call the Doctor

Not A Behavior Plan - A Developmental Plan: Applying Developmental Thinking to Adolescents in Crisis

Learn to Read the Nervous System: How to Measure, Stabilize, and Sustain Regulation Using NeuroRelational Care

This event will be held live online via Zoom

All times are listed in Eastern Time (ET)Use the time zone converter to find the corresponding time in your location

Recordings will be available to registrants until December 30, 2026

Thank you to our sponsors

Frequently asked questions

Attendance and requirements for completion

Payment, withdrawal and refund policy

Cancelation policy

Special accommodation requests

Technology considerations

Organization

Policy Pages

Education

Conferences

All times are listed in Eastern Time (ET)
Use the time zone converter to find the corresponding time in your location