Overview: Pardticipants will dig deeper into why behaviors occur, begin to think about their personal behavioral philosophy, and develop a common language as well as understanding of behavioral antecedents and consequences. In addition, participants will learn about the stages of escalation as well as how to conduct Functional Behavioral Assessments, 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:
Group: 6 weeks with a combination of synchronous & asychronous, virtual learning for a total of approximately 20 hours of professional development.
Instructor: Connie Persike, M.S., CCC/SLP
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.
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.
The IRIS Center. (2009). Functional behavioral assessment: Identifying the reasons for problem behavior and developing a behavior plan. Retrieved from https://iris.peabody.vanderbilt.edu/module/fba/
Bicard, S. C, Bicard, D. F., & the IRIS Center. (2012). Measuring behavior. Re- trieved from http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_ studies/ics_measbeh.pdf
A certificate of completion will be given when completed. Buyers have access to the trainings for 90 days.