Teacher/Administrator Trainings
Understanding the IEP Process
Participants will follow the "best practice" procedures from referral
through the first annual IEP review. This training focuses on the purpose
of each step in the referral, evaluation, and IEP development process. This
full-day training includes didactic presentation, practice activities,
and a question and answer session.
Worst Practice in Administration of an IEP Team Meeting
This 1/2 day presentation provides a humorous look at the stress educators sometimes feel
when participating in IEP team meetings and the mistakes that can result. Participants will
learn best practices for professional behavior before, during, and after IEP team meetings.
Specific pitfalls to avoid will be addressed.
Conducting a (Relatively) Painless Manifestation Determination
Procedures for conducting a Manifestation Determination that meets and exceeds the
requirements of IDEA 2004. This presentation provides an introduction to the purpose of
conducting a Manifestation Determination as well as information regarding when an MD is
needed and why. Common pitfalls will be discussed, with examples from case law.
What is the Difference Between Emotional Disturbance
and Social Maladjustment?
Participants will gain a basic understanding of the IDEA definition of Emotional
Disturbance and the "rule out" for Social Maladjustment. Emotional and behavioral
components of each condition are described, along with appropriate behavioral and
academic interventions. Educational and medical models for interpreting inappropriate
behavior are discussed in this 1/2 day presentation.
Classroom Management I--What you must do BEFORE the first day of school
Introduction to classroom management with emphasis on relationship building, structure,
routines, communication, and consistency. This training is vital for new teachers and a
valuable "refresher" for experienced teachers. Training can be tailored to special education
classrooms of any level, on request. Recommended for presentation during new teacher
orientation/training. Didactic presentation is supplemented with opportunity to develop
classroom rules, plan routines, and create visual cues for the classroom.
Classroom Management II--Its not too late to do it now (with extensive Q and A)
A great mid-year check-up for new teachers, this training session emphasizes relationship building
and repair, creating and reinforcing structure and routines, and improving communication and consistency.
This training is recommended for early Spring In-Service training days. Didactic presentation is
supplemented with extensive opportunity for questions about specific students or specific behaviors.
Visual Scheduling and Visual Strategies at School
Participants will learn the basics of using visual scheduling and visual cuing to
organize activities at school. This 1/2 day training combines a didactic presentation
with a "make and take" session. Participants leave with a high quality visual
schedule board appropriate to one of their students' developmental level and up to 5
activity cards ready to be attached to the schedule. Each campus represented is also
provided with a CD of approximately 1,000 activity pictures they can use to make
visual schedules.
Disability-specific Trainings
Participants are introduced to the DSM-IV diagnostic criteria for the disability,
how diagnoses are made, and typical presentation/educational needs. Disabilities
that can be addressed in 1/2 day to full-day trainings include:
- Anxiety Disorders/School Avoidance/Phobia
- ADHD/OCD/Tourettes
- Childhood/Adolescent Depression
- Obsessive/Compulsive Disorder
- Bipolar Disorder
- Oppositional-Defiant Disorder
- Down's Syndrome
- Borderline Personality Disorder
- Fetal Alcohol syndrome
- Fragile X/Autism/Aspergers
Sensory Issues and the OT's Role in the School Setting
Participants will obtain a basic understanding of the role of sensory issues in Autism
spectrum disorders and the role an occupational therapist plays in supporting IEP goals
at school. The seminar combines a didactic lecture with a "make and take" session.
Participants create and take home one to four sensory toys, along with directions for
making a variety of sensory toys.
Building Social Skills in Low Functioning Students
Participants learn the basics of using social stories and social cue cards to build
social skills in students with Autism spectrum disorders. The seminar combines a
didactic lesson with an activity teaching participants how to write social stories
tailored to the individual needs of their students. Participants take home a social
story and/or a set of social cue cards they design.
Assistive Technology for Students with Autism
Participants learn the basics of how assistive technology can be used to support
the IEP goals of students with Autism spectrum disorders. The training consists
of a didactic presentation which includes the opportunity for teachers to see and
try out real examples of the types of technology discussed.
The Vocabulary of Behavior Change
Participants are introduced to the basic concepts of classical and operant
conditioning with specific application to school settings. Because it introduces
basic vocabulary, it is recommended that this 1-hour presentation be scheduled as
an introduction to the Building Self-Care Skills; Using Behavioral Approaches to
Build Communication; or Basics of FBA.
Building Self-care Skills
Participants learn to apply basic concepts of operant conditioning to increasing
the functional independence of their students, specifically within the area of
self-care. This seminar is tailored to the needs of participants, therefore the
host organization is provided with a questionnaire for teachers to complete and
return prior to the event. Information from the questionnaires is used by SBS
to tailor the presentation to the specific concerns of the participants.
Basics of FBA
Participants are introduced to the basics of functional behavior analyisis and
how it is used to modify problem behaviors. Information is presented in a lecture
format with opportunities for participants to discuss specific behaviors of concern
and practice the concepts discussed.
Using Behavioral Approaches to Build Communication
Participants are introduced to a variety of behavioral techniques to support
communication. Topics range from eliciting simple requests from nonverbal children
to teaching subtle social conventions such as respecting personal space and
maintaining an appropriate volume. Whether the child speaks independently or uses
sign language, picture exchange, or other communication supports, this session will
provide research-supported techniques to build communication skills.