Behavior Intervention Plans- Synchronous & Asynchronous Learning

Overview: Through synchronous and asynchronous content, participants will learn a variety of positive interventions necessary to develop behavior plans, use multiple levels of positive supports to proactively support students and prevent behaviors that interfere with learning as well as respond in a manner that will help calm students during escalation. Furthermore, participants will learn how to document behavior plans, monitor the progress of behavior plans, and provide support to staff during student behaviors.

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 8 hours of professional development.  

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.

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 60 days.

Functional Behavioral Assessment Training – Asynchronous Learning


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: asynchronous learning for a total of approximately 16 hours of professional development.  

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.

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 60 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

Helping Individuals with Autism Who Rely Heavily on Visual Supports During Quarantine 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

Teaching with Interactive Read Alouds

Overview: Participants in this course will.examine both the artistry and intentional planning and skill work that partner together to deeply engage readers in meaningful and authentic read alouds. Readers will synthesize a variety of articles, videos, and professional texts on the importance of read alouds to foster a positive and collaborative classroom ecosystem, build vocabulary, spark thoughtful conversations, extend comprehension work, analyze texts to inspire writing, and encourage perspective-taking, empathy, social emotional literacy, and a growth mindset.

Audience: 4K-5 Educators that Read Aloud to Students (Classroom Teachers, Paraeducators, Special Education Teachers, Administrators, etc.)

Total Course Time: approximately 20 hours

Instructor:  Renae Braun, M.A. & Nicole Ponzer, M.S

Texts Referenced: In additional to reading various articles participants will need to purchase The Artful Read Aloud : 10 Principles to Inspire, Engage, and Transform Learning by Rebecca Bellingham, and The Ramped Up Read Aloud: What To Notice As You Turn The Page by Maria Walther


A certificate of completion will be given when completed. Buyers have access to the training for one calendar year.

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.

Functional Behavioral Assessment Training – Synchronous & Asynchronous

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

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.

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.

Supporting Engaged Readers and Writers in the Workshop Model

Supporting Engaged Readers and Writers in the Workshop Model

Overview:  This course is geared towards special education teachers and paraprofessionals who support learners in the reading or writing workshop in grades K-5. Participants will study the structure and philosophy behind the workshop model and a balanced literacy framework. They will explore strategies and supports designed to accelerate a wide range of readers and writers. This course will take educators through a deep study of their own role in building independence and growing joyful and engaged readers and writers.

Audience: Special Education Staff and Paraprofessionals in K-5 Literacy Classrooms

Total Course Time: approximately 14 hours

Instructors: Renae Braun, M.A., Nicole Ponzer, M.S.

A certificate of completion will be given when completed. Buyers have access to the trainings for one calendar year.

Supporting Middle and High School Students: Building Relationships to Dive into Reading and Writing

Overview:  Relationship building and understanding the teenage brain is imperative to developing a healthy working relationship with students.  When a solid relationship is built, paraprofessionals can strategically help students with reading and writing that happens in any content-area.  This module will take paraprofessionals through a learning journey to support building relationships and growing readers and writers.

Audience: Special education teachers and paraprofessionals  teaching in grades 6-12 in an inclusive classroom.

Total Course Time: Approximately 16.5 hours

A certificate of completion will be given when completed. Buyers have access to the trainings for one calendar year.

Instructor: Heather Zimmerman, M.S.

References:

Fountas, Irene C., and Gay Su. Pinnell. The Fountas & Pinnell Prompting Guide, Part 2, for Comprehension: Thinking, Talking, and Writing. Heinemann, 2012.

2-day professional development training and online course

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.