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Regulation and Co-Regulation: Accessible Neuroscience and Connection Strategies that Bring Calm into the Classroom
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Facilitator: Jamie Johnson, Book Club Facilitator with Supportable Solutions
Jamie Johnson serves as a Book Club Facilitator at Supportable Solutions, a company dedicated to providing consultation and coaching to school districts. Passionate about supporting both students and educators, Supportable Solutions aims to decrease distress behaviors in schools, ensuring a positive and productive learning environment for all.
Email: jamie@supportablesolutions.com
Meeting Dates:
October 16, 2023
October 23, 2023
October 30, 2023
November 6, 2023
November 20, 2023
Note:
Find a system that works for you to track your thinking throughout your reading time. This might be a note-book, book annotations, sticky notes, sketch notes, electronic format, etc.
Beyond Behaviorism: A New Lens for Assessing Behaviors
Overview: Participants will dig deeper into the whys behind behavior, begin to think about their personal behavioral philosophy, and develop a common language as well as understanding of behavioral factors. In addition, participants will learn about the wave of distress as well as how to conduct behavioral assessments that move away from the typical behaviorism approach, using a variety of information gathering techniques.
Audience: pupil services staff, parents, administrators, and teachers supporting students grades pre-kindergarten through high school
Total Course Time: asynchronous learning for a total of approximately 16 hours of professional development.
Instructor: Connie Persike, M.S., CCC/SLP
References:
Delahooke, M. (2019). Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children’s Behavioral Challenges (1st ed.). PESI Publishing.
Greene, R. (2014). Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them (2nd ed.). Scribner.
Siegel, D., & Bryson, T. (2015). The Whole-Brain Child Workbook. Ashland: Pesi Publishing & Media LLC.
Siegel, D., & Bryson, T. (2019). No Drama Discipline Workbook. Ashland: Pesi Publishing & Media LLC.
A certificate of completion will be given when completed. Buyers have access to the trainings for 365 days.
Circles of Comfort©: A Framework for Supporting Anxiety in ASD
Overview: Approximately 50% of students with autism have a diagnosed anxiety disorder. Participants will learn why anxiety affects individuals with autism as well as how to support the anxiety. The Circles of Comfort© Framework utilizes what we know about our learners with autism to provide strategies to support and prevent anxiety as well as to teach coping and resilience strategies in order to help them manage their anxiety. Participants will leave with a clear understanding of what anxiety is and be provided with ready to implement ideas.
Audience: paraprofessionals, administrators, support staff, and teachers supporting students grades pre-kindergarten through highschool
Total Course Time: approximately 15 hours
Instructor: Connie Persike, M.S., CCC/SLP
References:
Anna Merrill, G. (2020). Anxiety and Autism Spectrum Disorders: Articles: Indiana Resource Center for Autism: Indiana University Bloomington. Retrieved 26 May 2020, from http://www.iidc.indiana.edu/pages/anxiety-and-autism-spectrum-disorders
(2020). Retrieved 26 May 2020, from http://www.positivepartnerships.com.au/autism-anxiety
Chalfant, A. (2011). Managing anxiety in people with autism (1st ed.). Bethesda, MD: Woodbine House.
Exercise for Stress and Anxiety | Anxiety and Depression Association of America, ADAA. (2020). Retrieved 26 May 2020, from http://www.adaa.org/living-with-anxiety/managing-anxiety/exercise-stress-and-anxiety
Jain, R. (2020). Online Programs for Children with Anxiety | Kids Anxiety Relief. Retrieved 26 May 2020, from https://gozen.com/
Kinnealey, M., & Fuiek, M. (1999). The relationship between sensory defensiveness, anxiety, depression and perception of pain in adults. Occupational Therapy International, 6(3), 195-206.
Lynch, C. (2019). Anxiety management for kids on the autism spectrum (1st ed.). Arlington: Future Horizons, Inc.
Paxton, K., & Estay, I. (2007). Counselling people on the autism spectrum (1st ed.). London: Jessica Kingsley Publishers.
Reilly, N. (2015). Anxiety and depression in the classroom (1st ed.). New York: W.W. Norton & Company, Inc.
Resources « National Autism Center. (2020). Retrieved 26 May 2020, from http://www.nationalautismcenter.org/resources/
Wilkinson, L. (2015). Overcoming anxiety and depression on the autism spectrum (1st ed.). London: Jessica Kingsley Publishers.
Winter-Messiers, M. (2007). From Tarantulas to Toilet Brushes. Remedial And Special Education, 28(3), 140-152.
A certificate of completion will be given when completed. Buyers have access to the training for one calendar year.
Free Resources
The Southern Regional Center For Children and Youth with Special Health Care Needs: Conversations on Showing Up for Kids! Anxiety
Community of Practice on Autism Spectrum Disorder and other Developmental Disabilities March 10th, 2020: Anxiety and ASD/DD: What we know and what can we do about it?
Understanding Autism
Overview: Supporting students with autism takes an understanding of their neurology. With knowledge, we can understand and relate to our students with autism, understand the why behind behaviors, and choose intervention strategies that best support their neurology. Participants will learn about the 3 core deficits of autism including theory of mind, central coherence, and executive functioning. Equally important concepts will be explored such as the concept of neurodiversity and strength based thinking in regards to students with autism.
Audience: parents, paraprofessionals, administrators, support staff, and teachers supporting students grades pre-kindergarten through high school
Total Course Time: approximately 14 hours
Instructor: Connie Persike, M.S., CCC/SLP
References:
Autism Spectrum Disorder (ASD) | CDC. (2020). Retrieved 1 May 2020, from https://www.cdc.gov/ncbddd/autism/index.html
Baron-Cohen, S. (1995). Mindblindness: An Essay on Autism and Theory of Mind (Learning, development, and conceptual change). Cambridge: MIT Press.
Hadwin, J., Howlin, P., & Baron-Cohen, S. (2015). Teaching children with autism to mind-read (1st ed.). Wiley-Blackwell.
Socialthinking – Social Thinking. (2020). Retrieved 1 May 2020, from http://www.socialthinking.com/home
Switzerland Collucci, A. (2011). Big Picture Thinking Using Central Coherence Theory to Support Social Skills (1st ed.). Shawnee: AAPC Publishing.
A certificate of completion will be given when completed. Buyers have access to the training for one calendar year.
FREE Covid-19 Resources for Families and Educators:
Pandemic Social Stories Direct Access Carol Grey Social Stories
Supporting Families During COVID-19 Child Mind Institute
Coping with Covid-19: A “For Now” Normal Sesame Street and Autism
Top Ways to Meet an ASD Child’s Sensory Needs When Stuck at Home by Connie Persike, M.S., CCC/SLP
Supporting Kids With Autism During the Pandemic and Required Social Distancing by Connie Persike, M.S., CCC/SLP
COVID-19 VISUALS AND SOCIAL NARRATIVES Indiana Resource Center for Autism
Conversations on Showing Up for Kids University of Wisconsin Madison
My Safer at Home Story by Connie Persike, M.S., CCC/SLP
Autism and Coronavirus: Helping Students Understand by Linda Hogdgon, M.S., CCC/SLP
Top 10 Tips to Support Autism Families During the Pandemic by Temple Grandin, PhD and Debra Moore, PhD
Responding to Student Behavior
Overview: We all need a behavioral philosophy to lean on when the going gets tough with students! Join us to learn the why behind behaviors, develop a behavioral philosophy, and learn strategies you can utilize immediately to support students who exhibit behaviors that interfere with learning.
Audience: paraprofessionals, administrators, support staff, and teachers supporting students grades pre-kindergarten through high school
Total Course Time: approximately 22 hours
Instructor: Connie Persike, M.S., CCC/SLP
References:
Colvin, G., & Scott, T. (2014). Managing the Cycle of Acting-out Behavior in the Classroom (2nd ed.). Corwin.
Delahooke, M. (2019). Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children’s Behavioral Challenges (1st ed.). PESI Publishing.
Greene, R. (2014). Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them (2nd ed.). Scribner.
Jain, R. (2020). Online Programs for Children with Anxiety | Kids Anxiety Relief. Retrieved 10 April 2020, from https://gozen.com/
Siegel, D., & Bryson, T. (2015). The Whole-Brain Child Workbook. Ashland: Pesi Publishing & Media LLC.
Siegel, D., & Bryson, T. (2019). No Drama Discipline Workbook. Ashland: Pesi Publishing & Media LLC.
A certificate of completion will be given when completed. Buyers have access to the trainings for one calendar year.
Paraprofessionals in the Inclusive Classroom
Overview: Research has consistently proven that students learn more in inclusive settings when provided with access to the general education curriculum alongside their peers. Participants will dive into learning all about inclusive education and practices from the perspective of a paraprofessional in the school setting.
Audience: paraprofessionals supporting students grades pre-kindergarten through highschool
Total Course Time: approximately 14.5 hours
Instructor: Connie Persike, M.S., CCC/SLP
References:
Information Update Bulletin 10.05. (2010). Retrieved 29 March 2020, from https://dpi.wi.gov/sped/laws-procedures-bulletins/bulletins/10-05#Q4; Causton-Theoharis, J. (2009). The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms (3rd ed.).Baltimore: Paul H. Brookes Publishing Co.; Carter, E., Cushing, L., & Kennedy, C. (2009). Strategies for Improving All Students’ Social Lives and Learning (1st ed.). Baltimore: Paul H. Brookes Publishing Co.
A certificate of completion will be given when completed. Buyers have access to the trainings for one calendar year.