applied Behavior Services presents:
Educator Training Webinar Series
● Featuring 9 LIVE Webinars on important topics designed to provide teachers with a comprehensive look at understanding & managing behaviors in the classroom and strategies for setting up your classrooms and students for success!
● New topic delivered each week by Board Certified Behavior Analysts with years of experience working with kids with autism, special needs and setting up and managing special education classrooms.
● Each webinar will be 2-3 hours in length and will include LIVE presentations, as well as interactive components, polls, visuals, checklists, and Q & A sessions throughout so that you are able to apply the information to your students and classrooms.
Dates: 6/09/2020 – 08/06/2020
Webinar series will begin on June 9th, with the same webinar being offered on Tuesday mornings 9am-12pm and Thursday afternoons 1pm-4pm to allow participants the option that best fits your schedule that week.
Topics:
- Reinforcement and Reinforcement Systems
- Functional Behavior Assessments
- Treating Behaviors by Function
- Teaching Basic Communication and FCT
- Prevention Strategies to Teach Self-Regulation
- Data Collection
- Data Based Programming
- Setting the Stage for a Successful Return to School
- Setting Up The Classroom-Universals
Cost: $79/webinar or $599 for the entire series (all 9 webinars).
**School Districts registering 3 or more staff members, will receive a discounted rate of $69/webinar or $529/webinar series**
See below for more detailed descriptions of each webinar topic, along with registration information & links. Please note there is a maximum of 50 participants per webinar.
To register for one or more of these webinars, please click on the day and time below to be redirected to the registration page*:
*If you are registering 3 or more staff members or if you are bundling the entire series please contact Lisa at lisa@helpwithbehavior.com after registering, and your account will be credited to reflect the discounted rate.
WEBINARS:
- Reinforcement and Reinforcement Systems:
- How to evaluate the effectiveness of current and new reinforcement strategies on learning and behavior
- How to develop and implement a variety of reinforcement systems in ways individualized for each student’s needs
- How to develop and implement group contingencies and class-wide reinforcement for use with larger groups of students
- How to tailor reinforcement systems to be successful and manageable in both special education and general education settings
- Troubleshooting tips and evaluation strategies to increase the effectiveness of these strategies when they appear not to be working
Click here to register: June 9th 9am-12pm
Click here to register: June 11th 1pm-4pm
2. Functional Behavior Assessments:
Functional behavior assessments are the best practice methods for evaluating behaviors of concern in multiple settings. When a student exhibits inappropriate behavior, a functional assessment will help determine the function of the behavior in order to aid in the development of an effective plan to reduce the behavior. Functional assessments are not only the optimal way in which the behavior intervention process should begin, they are also required as part of the behavior intervention process. In this workshop, participants will learn:
- How to conduct a comprehensive and effective functional behavior assessment that leads to the identification of the function(s) for behaviors of concern
- To use the information from the functional behavior assessment to develop an effective behavior intervention plan
- To demonstrate effective practices in identifying and defining behaviors of concern
- To collect a variety of types of data and determine which data system is best to use in each situation
- To complete indirect assessments
- To conduct observations that are effective in describing the behavior and environmental conditions
- How to graph and analyze data to determine the functions of the behavior. Guidelines for graphing in Excel will be demonstrated to visually represent the results.
Click here to register: June 18th 1pm-4pm
3. Treating Behaviors by Function: Once a functional assessment has been conducted, an effective behavior intervention plan should be created to effectively address each behavior based on function. This behavior plan must have prevention, teaching, reacting and crisis strategies to successfully address each problem behavior. In this workshop, participants will learn how to:
- Utilize a variety of function-based prevention strategies to prevent problem behavior
- Utilize successful and manageable reacting strategies to reduce problem behavior
- Utilize effective and individualized teaching strategies to teach replacement behaviors
- How to individualize common strategies such as first then schedules, reinforcement system, functional communication training, social skills instruction, extinction, demand fading and visual supports
- How to implement strategies in a way that is manageable and effective in a variety of settings
- How to evaluate the effectiveness of strategies
- Troubleshooting tips and evaluation strategies to increase the effectiveness of these strategies when they appear not to be working
- Strategies for effectively fading out behavior plans when behavior is improving
Click here to register: June 25th 1pm-4pm
4. Teaching Basic Communication and FCT In order for students to be able to communicate their wants and needs they must have an effective method to communicate. Although many students are able to communicate verbally, others require alternative and augmentative communication systems to get their wants and needs met. This session will discuss a variety of popular systems for those students needing additional support in communicating, such as PECS, voice output devices, sign, and topic boards. The importance of functional communication will be discussed, as well as ways to assist our students use their language. Participants will learn strategies for teaching a variety of functionally communicative replacement behaviors including but not limited to requesting wants and needs, communicating the need for a break, more time or attention, protesting, commenting and more.
Click here to register: June 30th 9am-12pm
Click here to register: July 2nd 1pm-4pm
5. Prevention Strategies to Teach Self-Regulation In order for students to learn, they must be self-regulated and able to manage their emotions. This includes responding in appropriate ways to upsetting or uncomfortable situations, being able to calm oneself down, transition and give up preferred activities appropriately, wait without problem behaviors, and be able to handle changes without having inappropriate behavior. This workshop will look at some possible causes of dysregulation, what dysregulation looks like for different students, how can we help students who are demonstrating signs of dysregulation, and most importantly, how do we prevent students from becoming dysregulated. Teaching students to identify their emotions and state of being, self-calming strategies and coping mechanisms, use of visuals for the classroom and more will be presented to assist students build emotional and social skills. Participants will learn:
- How to identify signs of dysregulation
- How to implement strategies for teaching students important self-regulation skills, including waiting, giving up reinforcers, transitioning and desensitization to nonpreferred environment stimuli.
- How to measure the effectiveness of such strategies
- Ways to teach coping and social emotional skills
- Troubleshooting tips and evaluation strategies to increase the effectiveness of these strategies when they appear not to be working
Click here to register: July 7th 9am-12pm
Click here to register: July 9th 1pm-4pm
6. Data Collection
Data is used as the foundation for making decisions regarding a students’ behavior and academic acquisition of skills. It is used to determine whether the therapy is working or not, and what modifications may need to be made. Data collection can be used on behaviors we want to increase, as well as behaviors we want to decrease. This workshop will focus on a variety of data collection systems for both new skills to teach and behaviors to decrease. Participants will learn:
- When to use a variety of data collection methods, including ABC data, interval data, duration data, frequency data, fluency data, and latency data
- How to create datasheets and utilize them for a variety of data forms
- To identify and mitigate roadblocks to effective and accurate data collection and to analyze and report data accurately.
- To consistently analyze data in a way that is manageable in a variety of classroom situations
Click here to register: July 14th 9am-12pm
Click here to register: July 16th 1pm-4pm
7. Data Based Programming Once data has been collected, educators are faced with the often-challenging task of using the data to make programming decisions regarding acquisition of skills, improving behavior and increasing social skills. This workshop will address the importance of graphing and analyzing data, as well as ways to break goals down into smaller, more discrete skills. A variety of task analyses for self-help skills will be presented along with the proper use of prompt and prompt fading to teach a skill. Participants will learn to:
- Analyze a variety of parameters of data to obtain multiple levels of information
- Use data to develop SMART IEP goals
- Develop more efficient instruction and intervention for students based on data
- Graph data and use graphs to analyze data
- Break goals down into meaningful useable steps
- Develop effective task analysis to teach self-help skills
- Effectively use a variety of prompting and fading strategies to teach a skill
Click here to register: July 21st 9am-12pm
Click here to register: July 23rd 1pm-4pm
8. Setting the Stage for a Successful Return to School The current COVID-19 virus and quarantine has put all educators and students in an unprecedented situation. Most students and educators will have had a break of 4-5 months from the physical classroom before hopefully returning in the fall. While educators, parents and children have done a fantastic job continuing education through online learning, this format is starkly different from in person learning. Because of this, a transition back to in-person learning will be difficult under the best of situations. Adding on the challenges of new procedures and arrangements to ensure social distancing and minimize virus risk creates an even more challenging transition, especially for students with special needs who may already struggle with even the most routine transitions. This workshop will address strategies that educators can implement prior to and during the transition back to ensure the transition as smooth as possible, to minimize problem behaviors and to ensure skill acquisition is efficient. Participants will learn:
- Proactive strategies to implement during closures to prepare students for the transition
- Rapport building strategies that can be individualized for a variety of learners and situations
- Strategies and practices that can be implemented upon the return to school buildings to minimize behaviors of concern and make learning more effective
- Strategies to facilitate appropriate coping and social emotional skills for students upon their return
- Strategies to address trauma and related problem behaviors experienced by students related to the closures, transition back to school and other impacts of the COVID 19 situation.
Click here to register: July 30th 1pm-4pm
9. Setting Up The Classroom-Universals
In this workshop, educators will learn best practice strategies for setting up a learning environment that facilitates increased student attention and maximizes the efficiency of skill acquisition while minimizing problem behavior. A variety of strategies for organizing the classroom and environment will be discussed. Participants will learn:
- How to use a universals checklist to evaluate these practices in their rooms and determine what needs to be added
- How to use the checklist to ensure these practices are consistently and continually in place in order to increase the success of all students.
- How to implement a variety of strategies in an individualized and manageable way for a variety of classroom types
Click here to register: August 6th 1pm-4pm
ABOUT THE PRESENTERS:
Lisa A. Gilbertsen, MA, BCBA, LBA
Lisa Gilbertsen is a Board-Certified Behavior Analyst and a Licensed Behavior Analyst in the state of Missouri. Lisa earned her bachelor’s degree in Communication Sciences and Disorders from St. Louis University and master’s degree in Psychology with a specialty in Applied Behavior Analysis from University of Nevada Reno. Lisa has been working with individuals with developmental disabilities in the field of applied behavior analysis for over 20 years. During this time, Lisa has provided therapy, consultation, training and administrative supervision in a variety of settings, including school districts, homes, community settings, supported living settings, vocational settings and university programs. Lisa has coordinated applied behavior analysis programming for students with developmental disabilities in school districts and has provided services for private behavior consulting firms. In addition to this work, Lisa currently serves as an adjunct professor for the University of Missouri St. Louis where she teaches graduate and undergraduate coursework for students pursuing their certification as Associate Behavior Analysts. She previously served as the coordinator for the BCBA Licensure Program at the University of Missouri St. Louis and Vice President of the Gateway Association for Behavior Analysis. Lisa is strongly committed to improving the lives of her clients and their families by providing intensive programming and training to teach crucial skills that increase independence, decrease inappropriate behaviors and teach clients to appropriately communicate their wants and needs. Lisa is a loving and devoted wife who enjoys spending time with her husband, Ben, and their dogs, teaching Zumba, swimming, working out, and spending time with her family and friends.
Kathleen Kehoe, M.Ed., BCBA, LBA
Kathleen earned her Bachelor of Science Degree in Special Education (K-12) from Missouri State University and her Master of Arts in Education in Early Childhood Special Education (birth-5). Although she has taught children with a variety of disabilities, her passion has always been children on the autism spectrum or significant developmental delays. She has been employed with Applied Behavior Services for 4 years, and in February 2017, Kathleen completed her coursework in Behavior Analysis and became a BCBA. During her employment at ABS she has provided therapy in the home, community settings and private schools, as well as consulting with school districts to provide them with behavioral and educational programming for their students. With her teaching background and experience with students with significant behaviors, Kathleen is able to assist teachers, parents and administrators create effective plans to decrease problem behavior and increase appropriate behavior.
Maddie Taylor, BS, RBT
Madeline graduated from Mizzou with a bachelor's degree in Psychological Sciences with an emphasis in Clinical & Abnormal Psychology. She was drawn to the field of Applied Behavior Analysis after working in the mental health sector with individuals with disabilities. Maddie has experience working with individuals aged one to eighteen who have been diagnosed with Autism Spectrum Disorder. She is currently pursuing her graduate degree in ABA with an emphasis in Autism from Ball State University. In her free time, Madeline loves to bake sweet treats and take her dog on hikes.
Marisa Landwehr, BA
Marisa received her Bachelors of University Studies at Southeast Missouri State University in 2018. Currently she is working on completing the ABA program and graduating with her master’s at UMSL. She has worked with children with special needs ever since her first job teaching swim lessons as a lifeguard. With the free time she has, she spends it with her two dogs, eating lots of food with her fiancé, and planning her upcoming wedding in September of 2021.
Monica Gillespie, BA
Monica graduated with a psychology degree and minor in child advocacy from Culver Stockton College. She is currently working towards her master’s degree in Applied Behavior Analysis at Lindenwood University. Monica’s passion for working with children with special needs began when she started volunteering at Team Activities for Special Kids (T.A.S.K.) because her little sister was participating in T.A.S.K. activities. In addition to working as a head counselor at T.A.S.K., Monica spent four years working at Judevine Center for Autism and in the Alzheimer’s and Dementia Unit of a Senior Living Home. In her free time, Monica enjoys running, watching shows and movies, and spending time with friends and family.