Friday, May 4, 2018 8:00am-4:00pm
Course #13 – Is It Disability Behavior or Just Disruptive Behavior?
by Rebecca A. Moyes, MEd, Grade Point Resources, Leechburg, PA
About the Speaker
Rebecca A. Moyes, MEd is a former general education teacher in public and private schools. She has served on Pennsylvania Governor Ridge’s Task Force for Autism and was a member of the PA SAFE Project for Verbal Behavior. She is the author of six books for educators who teach students with special needs. She holds a master’s in teaching and curriculum with an emphasis on special needs children. She also holds an autism certificate in PA and advanced training in applied behavior analysis. She has trained educators and parents in 43 states and in Canada. In 2009, Rebecca was charged with the task of creating a new autism model for a private school in Pittsburgh for students with significant impairment. She now serves as consultant to four school districts in the Pittsburgh area for students with emotional disturbance, as well as for students with autism and/or severe behaviors. Recently, she has implemented four extended school year programs in various school districts Dis- closure: Financial – Rebecca is the Executive Director for Grade Point Resources, receives speaking and consulting fees, and royalties for her publications from Jessica Kingsley and Future Horizons. Nonfinancial- There are no nonfinancial relationships to disclose.
Target Audience (who should attend):
General Education Teachers, Special Education Teachers, Resource Room Teachers, School Psychologists, Principals/Administrators, Speech-Language Pathologists, Occupational Therapists, Autism Specialists, Case Managers, Social Workers, Behavior Specialists, Instructional Assistants and Paraprofessionals
Target Age Range: Kindergarten through 10th Grade
Course Description: Both educators and parents struggle with what to do with difficult behavior in the classroom and home. Both are often hesitant to provide consequences when a child with special needs exhibits problem behaviors because they are afraid they will be accused of punishing him/her for symptoms that are related to his/her disability. In school settings, there are certain behaviors that are not permitted, and others that impede the child’s or the other students’ ability to learn. Knowing how to appropriately address behaviors is important because any behavior that is reinforced (either accidentally or on purpose) is likely to continue or escalate. Children with disabilities often exhibit problems with motivation, transitions, task avoidance, sensory processing, social skills, anger, defiance, impulsiveness, and behavioral inhibition, among others. Many children with autism, Asperger’s, ADHD, emotional disturbance, oppositional defiant disorder, Down’s Syndrome, and learning disability exhibit these challenging behaviors. Behind every problem behavior is something to teach to address a skill deficit and interventions that can help to stop the cycle of difficult behavior. This full-day seminar will empower educators with practical and evidenced-based strategies to feel competent to appropriately address difficult behaviors associated with disabilities.
What You Will Learn
Course Objectives– Participants will be able to:
• Identify the use of positive vs. negative reinforcement and positive vs. negative punishment when given behavioral scenarios
• Describe ways to incorporate the use of reinforcement to decrease the frequency of problem behavior
vList particular antecedent strategies to support difficult behavior, including strategies for students with emotional disturbance and oppositional defiant disorder
• Describe the skill deficits that may be associated with problem behavior and write appropriate IEP goals to address them
• List the functions of behavior
• Write positive behavior support plans to teach new skills so that children will not use problem behavior to achieve escape or attention
• Initiate the use of appropriate data collection tools to study behavior objectively and learn what is reinforcing it