Zoom Series - Reaching & Teaching
Children with Challenging Behavior
Attention: PK-12 General Education Teachers, Special Education Teachers, Behavior interventionists, and Paras
Our Challenging Behavior Team has created this Zoom series designed to support educators who work with students with challenging behavior. Session topics are listed below and the same session will be offered twice. Please join the one that works best for your schedule.
Reaching & Teaching Students with Challenging Behavior
Delivering Specially-Designed Instruction to children with challenging behavior is the forefront for preventing instances of explosive behavior in the classroom. This session will provide information on how to appropriately diagnose, design, and deliver effective social skills instruction for students with challenging behaviors. The audience will also learn how to appropriately de-escalate anxious, hostile, or challenging behavior, using simple, effective strategies for lower-level behavior in an effort to reduce the likelihood of an explosive episode, while maintaining positive, professional interactions.
Learning Targets
Identify appropriate function-based strategies for social skills instruction
Design a sample social skills lesson plan for effective instruction
Distinguish between antecedent interventions based on function of behavior
Recognize when a student is becoming escalated
Identify simple and effective response strategies to defuse behavior
Engage in meaningful practice using scenarios and video clips
Dates & Details
Jan. 20 3:30-4:30 p.m.
Jan. 29 7:30-8:30 a.m.
Visual Supports
Visual supports—concrete representations of information that is absorbed visually—are one way that educators can help students understand what is being communicated to them. Through visual supports, students can learn to communicate with others and make sense of the world around them when in the school setting. The benefits of visual learning and teaching increase retention by 29-42% develop higher-order thinking skills.
Learning Targets
Explain the importance of visual supports
Demonstrate how to implement and use visual supports
Develop and share two ways that you can incorporate visual supports in your classroom
Dates & Details
Feb. 10 3:30-4:30 p.m.
Feb. 19 7:30-8:30 a.m.
Structuring Your Classroom: The Physical Environment & Routines
The physical classroom environment affects both morale and student learning. The environment should match your objectives, both in human interaction and your instructional approach. Routines are the backbone of daily classroom life. They support the teaching and learning process, and save valuable classroom time. When routines and procedures are carefully taught, modeled, and planned in the classroom, students know what is expected of them and are able to engage in activities with a greater level of independence.
Learning Targets
Understand the importance of creating an inclusive learning environment
Identify physical boundaries within the classroom that support student learning, with specific consideration for students with challenging behaviors
Create an inviting environment for students with varying levels of challenging behavior
Identify routines and procedures they currently have in place, and times of the day in which additional routines and procedures need to be implemented
Establish routines and procedures for your classroom
Create lesson plans for explicitly teaching routines and procedures
Dates & Details
March 3 3:30-4:30 p.m.
March 12 7:30-8:30 a.m.
Tools and Strategies for Collecting Meaningful Data to Reduce Problem Behavior
An ABC data form is an assessment tool used to gather information that should evolve into a positive behavior support plan. ABC refers to: Antecedent- the events, action, or circumstances that occur before a behavior. Behavior- the behavior. Consequences- the action or response that follows the behavior. Monitoring students' progress and collecting related data is a vital task of teachers and paraprofessionals. Teachers must make decisions about instruction based on data, including which instructional strategies are effective and the progress that students are making with respect to established goals. Learning Targets Understand the purpose of data collection Select an appropriate tool for data collection Identify how to make data-driven decisions
Dates & Details
March 24 3:30-4:30 p.m.
Rose Terrell-Cartee, Challenging Behavior Consultant
Email: rterrell-cartee@plaea.org
Website: plaea.org
Phone: 515-606-7003
Coletta Jaeger, School Psychologist/Chair of the PLAEA Behavior Department
Email: cjaeger@plaea.org
Website: plaea.org
Phone: 712-380-7770