Special Education Mandated Training
PARENTS/CAREGIVERS
AUTISM OVERVIEW
Description and Objectives: Students with autism spectrum disorders face
unique challenges, and in turn, present unique challenges. Although their behavior appears much like behavior
seen by students with other disabilities, the cognitive processes (the reasons)
behind the behaviors are very different.
Typical behavior management strategies are not usually successful with
these students because of these neurological differences. In fact, behavior management strategies that
are successful with others often exacerbate the difficulties of these
students. This workshop focuses on how
these students process information and strategies that
are more successful with this population.
Target Audience:
District and campus administrators, nurses, counselors, and other staff
members who require a working knowledge of this population, but are not
responsible for day-to-day education or assessment of these students
Time: 3
hours
SUCCESS IN THE CLASSROOM WITH
AUTISM SPECTRUM DISORDERS
Description and Objectives: Students on the autism spectrum present
unique challenges in the classroom. Many
of these students have average or above intellect and are served in the general
education classroom w/supporting services such as
speech, resource, and/or occupational therapy while others may not qualify for
special education services at all.
Regardless of their cognitive level, however, they often demonstrate behavioral
problems in the classroom.
Individuals with
This workshop explains the challenges students with
an autism spectrum disorder present to the classroom teacher. Common characteristics and areas of
difficulty these students experience will be explained as well as how those
difficulties interfere with the student’s academic and behavioral progress. In addition, practical strategies that can be
effectively implemented in the classroom will be taught.
Target Audience:
General and special education teachers, counselors, speech and language
pathologists, and assessment staff for all levels of students
Time: 6
hours
MEETING THE BEHAVIORAL CHALLENGE
OF STUDENTS WITH AUTISM
(MAKE
Description and Objectives: Learn practical
strategies such as writing informational stories, using visual cues, and using
visual schedules to help students be more successful in the classroom.
Participants will be given time during the workshop to write an informational
story and have it critiqued to ensure they understand the concepts and so they
have a finished product they can use the moment they get back to their
classrooms. They will also begin to make a visual schedule for one of
their students.
Target Audience: General and Special
Education Teachers, Counselors, Licensed Specialists in School Psychology,
Speech and Language Pathologists
Materials: Participants will need to bring
scissors, tape, glue or glue sticks, and colored markers. (Extra
materials fee will be required.)
Time: 6
hours
USING INFORMATIONAL STORIES TO
ADDRESS
BEHAVIORAL PROBLEMS IN THE
CLASSROOM
(MAKE
Description and Objectives: Provide
information regarding what informational stories are,
how they work, how to write them, and how to use them. Participants will
be given time during the workshop to write an informational story and have it
critiqued to ensure they understand the concepts and so they have a finished
product they can use the moment they get back to their classrooms.
Target Audience: General and Special Education
Teachers, Speech and Language Pathologists, Licensed Specialists of School
Psychology, Counselors, Paraprofessionals, and Administrators.
Materials: Participants will need a
pen/pencil and paper on which to write an informational story.
For Use With: Students who have limited
understanding of behavioral expectations in various social situations (i.e.,
students with Autism, Aspergers Syndrome, Pervasive
Developmental Disorder, Learning Disabilities, Mild Mental Retardation,
etc.) Effective strategy for students who are nonverbal as well as
hyper-verbal; low cognitive functioning as well as gifted intellectually; ages
3-22.
Time: 3 hours
VISUAL STRATEGIES
FOR STUDENTS WITH AUTISM
(MAKE
Description and Objectives: Learn to
incorporate visual cues in your classroom, the importance of visual schedules,
how to create a schedule within a schedule, and how to use a visual
schedule. Participants will be given time to begin making schedules for
their students.
Target Audience: General and Special
Education Teachers, Counselors, Licensed Specialists in School Psychology,
Speech and Language Pathologists
Materials: Participants will need to bring
scissors, tape, glue or glue sticks, and colored markers. (Extra
materials fee will be required.)
Time: 3
hours
USING VISUAL SCHEDULES
Description and Objectives: Learn the
importance of visual schedules; how to create a schedule within a schedule; how
to use a visual schedule.
Target Audience: General and Special
Education Teachers, Counselors, Licensed Specialists in School Psychology,
Speech and Language Pathologists
Time: 1
hour
BEHAVIOR BASICS FOR ADMINISTRATORS
Description and
Objectives: Overview of basic information administrators should know
about positive behavior support in order to adequately supervise staff members
who write behavior plans for students. Information will be provided on
using reinforcement and consequences, determining the function of the behavior,
identifying and measuring replacement behaviors, using data to measure
progress, structuring an intervention plan, and troubleshooting.
Target Audience: District
and campus administrators
Time: 3 hours
BEHAVIOR BASICS
Description
and Objectives: Gain a clear understanding of how reinforcement,
punishment, and function are related and how they can be manipulated to effect
behavioral change. Basic behavior principles are explained in simple language
using real-life examples. Good prerequisite for other more advanced
classes.
Target
Audience: Anyone who desires a better understanding or good review of
behavior principles
Time:
3 hours
Description
and Objectives: Decisions should be based on reliable data, but who has
time to take data? You will if you follow the tips presented in this
class. Reliable data is essential for setting goals, gaining a better
understanding of specific behaviors, and documenting progress. Class also
targets writing measurable behavioral goals and objectives.
Collecting
accurate data can be quick and easy! Reproducible charts and graphs are
included in the hand-out. Good companion class to Behavior 101.
Target
Audience: General and special education teachers and paraprofessionals of
all levels
Time:
3 hours
THE ABCs OF FBAs, IEPs,
Description
and Objectives: Participants will gain a
better understanding of basic behavior principles and how they can be used to change
student behavior. They will learn how
to:
·
use reinforcement and punishment to shape more adaptive behavior
·
determine the probable purpose of the misbehavior (
·
collect and analyze data to determine the success of interventions
·
write measurable behavior goals and objectives (IEP –
individualized education plan)
·
modify the conditions that perpetuate misbehavior
·
integrate all the factors into a practical, manageable behavior
intervention plan (BIP)
The
strategies and techniques presented in this workshop are appropriate for
general education or special education students of any age, any cognitive
level, and any classroom size. This
workshop focuses on individual student behavior, but the principles can also be
used to develop classroom management plans.
Target Audience: General and special education teachers,
paraprofessionals, counselors, and assessment staff
Time: 6 hours
TEACHING HUCK
HOW TO REACH AT-RISK STUDENTS
Description and Objectives: Learn the
importance of the teacher-student relationship, the need for more positive behavior
management techniques, the connection between academics and behavior, important
classroom management techniques that work, effective motivation strategies, and
the significance of ratio of interactions.
Target Audience: General and Special Education
Teachers
Time: 3
hours
HOW TO
Description and Objectives: Learn the
importance of teaching your behavioral expectations and establishing routines;
how to determine your expectations, and how and when to teach your
expectations. Participants will be given the time to begin the process of
identifying expectations. (Taken from CHAMPs:
A Proactive and Positive Approach to Classroom Management
by Randall Sprick, et al. Ms. Kling has attended Dr. Sprick’s “Train the Trainer” workshop for CHAMPs.)
Target Audience: General and Special
Education Teachers
Time: 3 hours
IF YOU EXPECT IT, TEACH IT!
Description and Objectives: Learn the
importance of teaching your behavioral expectations and establishing routines;
how to determine your expectations, and how and when to teach your expectations.
Participants will be given the time to identify their activities and
transitions, determine their expectations for at least one activity and one
transition, and begin to write a lesson plan to teach their expectations.
(Taken from CHAMPs: A
Proactive and Positive Approach to Classroom Management by Randall Sprick, et al. Ms. Kling has attended Dr. Sprick’s “Train the Trainer” workshop for CHAMPs.)
Target Audience: General and Special
Education Teachers
Time: 6 hours
CHANGING BEHAVIOR; CHANGING
LIVES
Description and Objectives: Overview of basic
behavior principles and how to use them to help your students make more adaptive
behavioral choices. Includes information regarding different types of
classroom behavior management plans and several samples of both classroom and
individual plans you can use in your classroom tomorrow. Hand-outs
include reproducible charts and diagrams.
Target Audience: General and Special
Education Teachers, Paraprofessionals
Time: 6
hours
TEACHING TECHNIQUES FOR
Description and Objectives: Learn how to use
various techniques such as chaining, backward chaining, precision commands, and
shaping to teach new skills to students. This workshop also focuses on
collecting and using data, the importance of immediate reinforcement and
punishment, the importance of consistency, and how to determine the function of
the maladaptive behavior.
Target Audience: General and Special
Education Teachers and Paraprofessionals
Time: 6
hours
PARAPRO: SUPPORTING THE
INSTRUCTIONAL PROCESS
Description and Objectives: Learn basic
behavior management skills, the importance of confidentiality, how to take data,
the importance of working as a team with the teacher, how to supervise
students, and how to work with small groups and with individual students.
(This course is taken from ParaPro:
Supporting the Instructional Process written by Randy Sprick,
et al.)
Target Audience: General and Special
Education Paraprofessionals
Time: 6
hours
CHAMPs: A Proactive and Positive
Approach
to Classroom Management
Description and Objectives: Learn how to
organize your physical space and your daily schedule in the most effective
manner possible; establish positive contacts with your students’ families; set
long-range academic and behavioral goals for your students; define and teach
behavioral expectations; set and teach classroom rules and routines; use
behavior management principles effectively; conduct yourself as a professional;
increase student motivation; and correct misbehavior. This training
program was written by Randy Sprick, et al. Ms.
Kling has attended Dr. Sprick’s “Train the Trainer”
workshop for this program.
Target Audience: General and Special
Education Teachers
Materials: Participants may want to purchase
the CHAMPs book
Time: Three 6-hour sessions to be scheduled
consecutively or over the course of the year.
FOUNDATIONS:
ESTABLISHING POSITIVE DISCIPLINE
POLICIES
Description and Objectives: Provide training for
a campus team in the process of using an on-going “improvement cycle” to lead
the full campus staff in (1) using campus data to identify areas of strength
and concern regarding the campus’s safety, civility, and productivity; (2)
prioritizing areas of concern; (3) submitting proposals for improvement to the
full staff for adoption; and (4) implementing adopted procedures. This
training program was written by Randy Sprick, et
al. Ms. Kling has attended Dr. Sprick’s “Train
the Trainer” workshop for this program.
Target Audience: Campuses interested in
improving the safety, civility, and productivity of their staff and students
Materials: Campus will find it helpful to
purchase the Foundations multi-media modules
Time: Twelve 2-day in-services a year for the
campus team of 5-8 members (depending on the size of the campus) which must
include one building administrator.
Description and Objectives: State-mandated
training on positive behavior support at the school-wide level, the classroom
level, and the individual level.
Target Audience: All General and Special
Education staff assigned to the campus core team for behavioral crisis, any staff
member working with special education students who have a behavior intervention
plan that specifies time-out as a strategy to be used, and all staff who work
with special education students who are likely to require restraint.
Materials: School district is required to
purchase TBSI Binder for each participant.
Time: 12 hours (Two 6-hour
sessions)
BEHAVIOR 101 FOR PARENTS
Description and Objectives: Overview of basic
behavioral principles such as using reinforcement and punishment, determining
why your child demonstrates the behavior (the function of the behavior), how to
select a replacement behavior, the importance of consistency, and setting
realistic goals for your child’s behavior.
Time: 2 hours
BEHAVIOR A, B, Cs FOR PARENTS
Description and Objectives: Provide
information regarding how antecedents, behavior, and punishment are
interrelated; how to use the ABC relationship to effect behavioral change; and
effective interventions to use at each part of the relationship.
Time: 2
hours
AUTISM 101
Description and Objectives: Provide basic,
honest information about autism, some of the challenges these children face,
and the delights they often are.
Time: 2
hours
AUTISM IN THE HOME
Description and Objectives: Students with
autism process information differently causing differences in communication skills,
their reactions to sensory input, their social perceptions, and their unique
view of the world – all which translate into behavioral challenges at home and
in the community. Learn practical strategies that will help your child
with autism be more successful in the world in which we live.
Time: 2
hours
USING INFORMATIONAL STORIES TO
ADDRESS
BEHAVIORAL PROBLEMS IN THE HOME
Description and Objectives: Provide
information regarding what informational stories are,
how they work, how to write them, and how to use them. Time will be given
for participants to write an informational story to ensure they understand the
concepts and to have a finished product they can use the moment they get home.
For Use With: Students who have limited
understanding of behavioral expectations in various social situations (i.e.,
students with Autism, Aspergers Syndrome, Pervasive
Developmental Disorder, Learning Disabilities, Mild Mental Retardation,
etc.) Effective strategy for students who are nonverbal as well as
hyper-verbal; low cognitive functioning as well as gifted intellectually; ages
3-22.
Time: 2
hours
GOAL-SETTING BASICS FOR PARENTS
Description and Objectives:
Provide rationale for setting long-term and short-term goals for
your children; how to use these goals to guide your parenting efforts; how to
identify and analyze the skills your child will need to reach those goals; how
to prioritize the skills your child needs; and how to teach the skills.
Time: 2
hours
RAISING CHILDREN TO MEET YOUR
EXPECTATIONS
Description and Objectives: Learn how to
identify your expectations for your child, how to teach your child those
expectations, and how to use positive and corrective feedback with your child
to ensure the new behaviors are learned and demonstrated.
Time: 2
hours
COMPETENT, RESPONSIBLE ADULTS
Description and Objectives: Explains how your
goals effect your parenting decisions, the importance of a solid positive
relationship between parent and child, the importance of being consistent,
understanding motivation concepts, and practical ways to improve your child’s
self-management skills (executive functioning skills).
Time: 2
hours