Special Education/SELPA

Cognitive Behavioral Interventions (CBI's) have been found by the US Office of Special Education Programs (OSEP) to be effective at multiple tiers of support to improve self-regulation of emotions and behavior and prevent special education students from dropping out of school. CBI is based on the principle that behavior is mediated by cognitive processes. Students learn to examine their thoughts and feelings, recognize when negativity arises, and use strategies to change their emotions and behavior.  

How Do I Help with Behavior? How to Effectively Use Prompting to Decrease Problem Behavior and Increase Student Independence - November 2, 2016

This workshp will provide a detailed explanation of the different levels of prompting to decrease problem behaviors and increase student independence. Content covered will include best practice, behavior-based interventions for effectively  using prompting strategies within the classroom. Strategies will focus on deciding what level of prompting to use and when to fade those prompts to increase student skills and independence.

Executive Functions: Assessment and Implications to Support the Student - November 30, 2016

Executive Functions are becoming an integral part of psycho-educational assessments. Executive Functions (EFs) essentially direct one's behavior in a purposeful, goal-directed or problem solving manner, and are directly related to academic production and everyday life. Weaknesses in EFs are common for many students being evaluated for special education and 504 Plans. This training will focus primarily on the construct of EFs in addition to strategies and assessment tools using a multi-dimensional approach. By the end of the training, participants will have recommendations to assist their school teams on goals, interventions, and decision making related to EFs.

Identification of and Evidence-Based Interventions for Anxiety, Stress and Trauma - January 11, 2017

The Center for Disease Control (CDC) indicates at least 13% of youth experience a mental health disorder in any given year but only 20% of these youth receive treatment, the majority of which are related to anxiety, stress, and trauma. This training provides provides professionals serving these students with best practice guidelines for educationally-related assessments and school-based treatment.

Implementation of Direct Treatment Protocols – June 13-21, 2016

The training will provide participants a comprehensive overview regarding how to implement direct treatment protocols for students with intensive social, emotional, and behavioral problems that have been non-responsive to lesser school-based interventions.