Understanding-and-Responding-to-Behavior-in-the-General-Education-Environment

Duration 01h20m

This Workshop walks you through the five steps of behavior analysis: identifying problem behaviors, taking data, developing hypotheses, determining probable function/s. and creating a behavioral plan, with the ultimate goal of decreasing problem behaviors.

Learning Objectives

• Use five steps of behavior analysis to assess problem behaviors in a student with disabilities.
• Record antecedent-behavior-consequence data on problem behaviors.
• Develop hypotheses on antecedents and triggers that precede problem behaviors, and determine their probable behavioral functions.
• Create a behavioral plan to address problem behaviors, based on analysis.

Introduction-to-Data-Collection

Duration 00h25m

This Workshop addresses the importance of taking and using data when working with students diagnosed with disabilities. You’ll review the meaning, in this context, of “systematic, quantitative data” and learn easy ways to record it. You’ll also learn about the four dimensions of behavior – duration, intensity, frequency, and latency. And finally, you’ll see ways to display your results in easy-to-understand form.

Learning Objectives

• Explain the meaning and importance of the term “systematic, quantitative data” in the context of working with a student with disabilities.
• Record behavioral information using the four dimensions of behavior.
• Use a graphical format to report findings based on the recorded data.

Inclusion

Duration 01h15m

In this intermediate-level Workshop, you’ll learn why and how the concept of inclusion is fostered in many schools, along with strategies to overcome common problems related to group instruction, curriculum, and social integration into an inclusive classroom.

Learning Objectives

• Explain the concept and value of inclusion for special education students.
• Use strategies to overcome barriers in group instruction, curriculum gaps, and social skills when students with disabilities are present in an inclusive classroom environment.

Classroom-Strategies-for-Addressing-Social-Challenges

Duration 00h55m

In this Workshop, you’ll learn what social skills are, why they’re important in the context of a classroom, and how a general education teacher can address deficits in a student with disabilities, using both teaching and support strategies.

Learning Objectives

• Explain what social skills are and how they impact a general education classroom.
• Teach social skills to a student with disabilities.
• Implement support strategies to help a student with disabilities develop stronger social skills.

Classroom-Strategies-for-Addressing-Sensory-Challenges

Duration 00h55m

In this Workshop, you’ll delve into the issue of sensory challenges for students with disabilities. You’ll also learn current thinking on why these issues probably arise. Finally, you’ll learn about a number of strategies that can help a student with disabilities in the general education classroom cope with his sensory challenges.

Learning Objectives

• Explain common challenges in sensory behaviors for a student with disabilities.
• Implement strategies to help a student with disabilities cope with his sensory issues in the general education classroom.

Classroom-Strategies-for-Addressing-Ritual-Challenges

Duration 00h30m

Students with disabilities frequently engage in ritual behaviors that can be disturbing to those unacquainted with the tendency. In this Workshop, you’ll gain a perspective on what ritual behaviors are and how they can be triggered. Finally, you’ll learn how to teach a student to replace the objectionable behavior with another that’s more acceptable.

Learning Objectives

• Explain what ritual behaviors are for a student with disabilities.
• Analyze behavior to determine patterns and likely triggers for the ritual behavior.
• Teach a student how to replace the ritual with a less problematic behavior.

Classroom-Strategies-for-Addressing-Independence-Challenges

Duration 00h35m

In this Workshop, you’ll begin by understanding what “independence” means to a student with disabilities. Then you’ll investigate three types of support strategies that can significantly help: activity routines, activity schedules, and transition routines.

Learning Objectives

• Explain the meaning of “independence” in the context of a student with disabilities in a general education class.
• Use support strategies of activity routines, activity schedules, and transition routines to help a student with disabilities cope successfully in the classroom.

Classroom-Strategies-for-Addressing-Communication-Challenges

Duration 00h55m

This Workshop will focus on communication issues for a student with disabilities in a general education classroom. First, you’ll review typical communication-skill development to provide a frame of reference. Next, you’ll see how a student with disabilities is affected in his communication ability. Finally, you’ll learn some useful support strategies to help and how to implement them.

Learning Objectives

• Explain how a typically developing student gains communication skills.
• Explain how, in contrast, a student with disabilities can be challenged by communication.
• Plan and implement support strategies to help a student with disabilities deal with communication challenges.

Accommodations-and-Adaptations-for-Classrooms

Duration 01h10m

In this Workshop, you’ll focus on four areas often considered for adaptations and accommodations for a student with disabilities in a general education classroom. You’ll look at ways to address the physical environment, to provide relief for a student’s sensory needs, to offer support by way of visual strategies, and to deal with behavioral issues.

Learning Objectives

• Plan for and implement adaptations and accommodations for a student with disabilities in a general education class with respect to four issues: physical environment, sensory needs, visual strategies, and behavior management.

Using-Visual-Supports

Duration 01h00m

In this Workshop, you’ll address visual supports for learning – what they are, why they’re used, and how to use them. You’ll also learn simple ways to create your own inexpensive and effective visual supports.

Learning Objectives

• Explain what visual supports are and the advantages of using them.
• Teach using visual supports.
• Create your own visual supports, using best practices.