Seattle Course #26-What Is It About Me You Don’t Like? Practical Classroom Management Strategies that Help Minimize Challenging Behaviors

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Friday- March 9, 2018      8:00am-4:00pm

Course #26 – What Is It About Me You Don’t Like? Practical Classroom Management Strategies that Help Minimize Challenging Behaviors

by Kathy Morris, MEd, Certified Autism Specialist- Houston, Texas

About the Speaker

Target Audience (who should attend) : Special Education Teachers, General Education Teachers, Resource Room Teachers, Speech- Language Pathologists, School Psychologists, Behavior Specialists, Autism Specialists, Occupational Therapists, Principals/Administrators, Social Workers, Instructional Assistants and Paraprofessionals

Target Age Range: Kindergarten through 21 years

Course Description: Quality indicators for an effective classroom include: teacher behavior (tone of voice, volume, cadence, verbal and nonverbal communication, paraverbals), environment (physical structure, schedules, routines, expectations), instruction (boring vs. stimulating, age appropriate vs. non-age appropriate, hands-on), and student behavior (function of behavior-attention, power, revenge, avoidance). This course is based on current research that supports how the brain responds to these indicators, especially when a student is in crisis, as well as current research on mental health. This is not a “sit and get” seminar. Demonstrations, real life videos, practice, sharing, movement and time for reflection will be provided.

What You Will Learn

Course Objectives – participants will be able to:

Identify target behaviors that are developmental and will most likely go away vs behaviors that will most likely continue to get worse over time

Identify effective communication strategies from ineffective ones in order to minimize undesirable behaviors Demonstrate the ability to design a classroom that promotes goals of intended instruction for different areas of the room

Demonstrate the ability to design stimulating lessons that engage diverse learners

Adequately demonstrate power struggle avoidance techniques with students exhibiting challenging behaviors Identify the functions of a student’s behavior by focusing on one’s own reaction to the behavior

Describe how to troubleshoot breakdowns in your own classroom, school or therapy environment

Identify 3 visual tools you can use to help minimize disruptive behaviors