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
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.