Pyramid Model Workshop Day 4: Individualized Intervention; Determining the Meaning of Behavior and Developing Appropriate Responses

Workshop
ID number
208803098
Date
Location
The Center: Resources for Teaching and Learning

2626 S Clearbrook Dr
Arlington Heights, IL 60005
United States

Time
8:30 AM - 3:30 PM
Registration
8:00 AM - 8:30 AM

This is the fourth of four workshop days based on the Pyramid Model for Supporting Social Emotional Confidence. The Pyramid Model has been embedded in programs throughout the world as a comprehensive, multi-tiered, team-based approach to understanding children’s behavior, which includes prevention, promotion, and intervention practices.

During this workshop, participants will identify the steps of the process of Positive Behavior Support; and learn to define form and function of communication and identify the behavioral mechanisms that contribute to viewing challenging behavior as communicative. The steps of a functional assessment interview will be discussed.  Participants will also understand the development of behavior support planning including: strategies that may be taught to prevent challenging behavior; identify replacement skills that may be taught to replace challenging behavior; and identify how to respond in a way that does not maintain or reinforce challenging behavior.  There will also be the opportunity to use the knowledge gained from the entire workshop series to develop a behavior support plan for a case study child.

To fully understand and embed the Pyramid Model within your program, participants are encouraged to attend all four workshops in this series as a team from your program.

Presenter
Learner objectives
  • Practice and implement the steps of the process of Positive Behavior Support
  • Define form and function of communication and identify the behavioral mechanisms that contribute to viewing challenging behavior as communicative 
  • Execute the steps of a functional assessment interview 
  • Implement and complete the development of behavior support planning including: strategies that may be taught to prevent challenging behavior; identify replacement skills that may be taught to replace challenging behavior; and identify how to respond in a way that does not maintain or reinforce challenging behavior
  • Assemble the knowledge they have gained from the entire workshop series to develop a behavior support plan for a case study child.

 

Intended Audiences
Early Childhood Special and General Educator, Family Member
Contact hours
6.00
Training topic areas
Guidance & Discipline, Interactions with Children
Gateways to Opportunity content area
Interactions, Relationships and Environments