Disruptive Behavior Disorders

Credit

Handouts

Speaker

Michael Whitehead, PhD Related seminars and products

---

Michael Whitehead, PhD, is a Licensed Marriage and Family Therapist, Registered Play Therapist-Supervisor™, and developer of Integrative Systemic Play Therapy (ISPT). He earned his PhD in human development and family studies from Michigan State University and MS/BS degrees from Brigham Young University. In full-time practice at Aspen Grove Family Therapy in Twin Falls, Idaho, he specializes in high-conflict families, childhood behavioral challenges, and family reunification therapy. A part-time professor and published author, Dr. Whitehead is also the author of Treating Children with Disruptive Behavior Disorders and a frequent speaker and professional leader in play and family therapy.

Speaker Disclosures:
Financial: Michael Whitehead has employment relationships with Aspen Grove Family Therapy and National University. He receives a speaking honorarium and book royalties from PESI, Inc. He has no relevant financial relationships with ineligible organizations.
Non-financial: Michael Whitehead is a member of the Association for Play Therapy, the American Association for Marriage and Family Therapy, and the Coalition of Associations for Systemic Therapy.

Additional Info

Program Information

Access never expires for this product.

For a more detailed outline that includes times or durations of time, if needed, please contact cepepesi.com

Objectives

1. Identify three reasons why traditional behavior plans may escalate rather than reduce disruptive behaviors in neurodivergent children, and how play therapy interventions don't.
2. Identify key concepts from Coercion Theory, Family Systems Theory, and Temperament Theory that inform systemic play therapy treatment approaches for
3. Disruptive Behavior Disorders to improve participation in daily activities.
   Classify each component of the BISON play therapy model (Bio-emotion Regulation, Individual Play, Successful Communication, Organized Play, Nurturing Play) with its corresponding therapeutic goal or strategy to improve participation in play.
4. Select appropriate play therapy intervention tools for improving regulation and functional skill-building in children with disruptive behaviors.
5. Choose strategies that bridge clinical play therapy interventions with considerations for the educational environment, including methods for collaboration with teachers and support staff.
6. Differentiate between evidence-based and evidence-informed play therapy approaches for behavior to improve participation in play.

Outline

Why Behavior Plans Fail Children 

• Compliance-based systems that silence play and expression  
• Reward/consequence systems that backfire with neurodivergent kids   
• How adult reactions can escalate aggression and shutdowns 

Foundations for Healing Through Play Therapy

• Top strategies based in Coercion Theory to shift power struggles into connection   
• Family Systems approaches to reduce triangulation and chaos   
• Temperament Theory insights to personalize intervention   

The BISON Model: A Framework for Intervention   

• Bio-Emotion Regulation   
  • Tools for heart rate variability tracking (HeartMath®, Mightier)   
  • Interoceptive and somatic play activities for nervous system awareness  
• Individual Play Therapy  
  • Child-centered play therapy activities to build safety and agency  
  • Play therapy based engagement  for nonverbal, shutdown, or explosive kids   
• Successful Communication   
  • Filial play therapy coaching to strengthen parent-child dialogue 
  • Effective command techniques that reduce defiance   
  • Family meeting templates that create consistency without chaos   
  • In-session parent coaching framework   
• Organized Play Therapy  
  • 10+ classroom-ready tools using games like SORRY!®, LEGO®, and origami   
  • Directive play therapy plans to target frustration, rigidity, and problem-solving   
  • Juggling and movement-based regulation activities   
• Nurturing Play Therapy  
  • Filial play therapy structures to empower caregivers   
  • Attachment-building routines for home carryover   
  • Sensory-rich fine-motor play therapy to soothe and regulate 

Clinic-to-Classroom Carryover   

• School scripting examples for classroom communication   
• Regulation visuals and shared behavior tools   
• Reframing “defiance” as distress through play therapy informed strategies 

Real Families, Real Change   

• Case study: “Adam” from intake to transformation   
• Integration of systems therapy, play therapy, and school collaboration   
• Ready-to-use handouts, scripts, and session templates   

Research, Risks, and Rethinking Behaviorism   

• Key limitations of behavior-first approaches   
• Evidence-informed vs. evidence-based debate—what matters most   
• Risk assessment checklists for providers, schools, and families  

Target Audience

• Play Therapists
• Counsellors
• Psychologists
• Social Workers
• Psychotherapists
• Therapists
• Marriage & Family Therapists
• Teachers
• School Guidance Counsellors
• Case Managers
• Speech-Language Pathologists
• Occupational Therapists
• Occupational Therapy Assistants
• Educational Paraprofessionals
• School Administrators
• Other Helping Professionals who Work with Children