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Applied Behavior Analysis (ABA) Training Certification
ABA Training for RBT Certification
CARE provides intensive, evidence-based training in the principles of Applied Behavior Analysis (ABA). The goal of the training is to give teachers and others strategies needed to create positive learning environments for students with ASDS using the research based principles of ABA. Dr. Schaefer, CEO, will serve as the lead trainer and provide the didactic lectures that will introduce various principles of ABA as well as evidenced-based strategies and practices that have been identified for students with ASDs.
Training Goals
- To introduce basic behavioral principles (prompting, shaping, reinforcement, task analyses, pairing, forward and backward chaining, etc) that staff can apply in their classrooms to meet the individualized needs of students with Autism Spectrum Disorder and related disorders.
- To provide an opportunity for participants to observe discrete trial training, practice the instructional methods; receive corrective feedback, and specific praise related to the daily training goals in a hands-on learning environment.
- To become proficient in the use of discrete trial instruction (DTI) that is a teaching methodology within Applied Behavior Analysis (ABA) with a focus on beginning stages of instruction of learning to learn prerequisite skills (compliance, attending, imitating, matching, and functional communication skills).
Training Format
- Mixture of didactic lecture and hands-on training with students with Autism Spectrum Disorder and related disorders.
- This a 5-day training with trainers who have extensive experience working with students with ASDs in preschool, elementary, and secondary settings.
- Pre-test and post-test are administered for determination of knowledge and skills.
Comprehensive modeling of the following treatments
- Antecedent Package: Pro-active strategies and modifications of environment to increase likelihood of success or reduce the likelihood of problems occurring
- Modeling: Direct teaching of appropriate behaviors through re-direction/levels of prompting, modeling, practice and reinforcement
- Self-Management: promoting independence by teaching individuals with ASD to regulate their behavior. (Checklists, visuals, tokens, tools)
- Schedules: visual presentations of a task list that communicates a series of activities or steps required to complete a specific activity
Learning Objectives
- Overview of Autism
- Overview of ABA
- Behavior Principles
- Levels of Learning
- Antecedent, Behavior, Consequence (ABC) Model Overview
- Hands-on ABC Workshop
- ABA Procedures
- Reinforcement
- Punishment
- Guidelines for Using Both Reinforcement & Punishment
- Prompt Hierarchy, Task Analysis, & Shaping
- Data Collection Procedures
- Hands-on Data Collection Practice
- Ethical Considerations
- HIPAA
CARE consultants provide hands-on training utilizing the principles of ABA
Throughout the day, opportunities to provide feedback to the group will be facilitated by the trainer when students are present and then participants will return for additional training sessions with students. At the conclusion of the day, the participants meet to review and debrief with the trainers and then the trainers will set the stage for the next day of training. Through this training, participants will work directly with students throughout the day to practice these principles and strategies while receiving modeling, coaching, and feedback from their assigned trainer.
CARE has provided this training in numerous districts across the United States and feedback from participants is always rated very high. Participants assess their knowledge of ABA prior to the training and then during a post-test. Participants consistently rate their knowledge of principles of ABA to be increased following the training and their competence and confidence to utilize the principles of ABA to be greatly increased. Trainers rate the performance of participants on the principles, procedures and strategies being taught during a mid-day debrief and at the end of the day in order to adjust instruction, change groupings, and/or trainers. Provided below is additional information about the hands-on training component that CARE proposes.
A certificate is provided to each attendee upon completion of the full 40hr training. The training is provided by one or more CARE BCBAs.
Controversies in the Treatment of Child & Adolescent Disorders
School evaluation personnel and practitioners are often tasked with treating students who have disorders that may or may not fall under an educational eligibility under TEA guidelines. Some of these students may qualify for 504s and others may not qualify for services yet teachers and related service personnel want to be knowledgeable of these students and the diagnoses they carry so they can identify and plan effective interventions and treatments while being cautious not to use unsupported and/or dangerous treatments that are sometimes prescribed for students with these disorders.
Suitable for evaluation personnel, school administrators, teachers and related service personnel
Participants will be able to:
- Identify empirically supported, promising, and unsupported treatments for ADHD
- The status of treatment for Autism Spectrum Disorder (ASD)
- Use of Attachment Therapy as a mental health intervention
- Harmful Treatments, Effective Intervention and Novel Strategies for the Antisocial
- Behavior of Children & Adolescents
Workshop conducted by: Dr. Jan Schaefer, BCBA-D and CEO of Collaborative Autism Resources and Education, LLC (CARE, LLC) has extensive experience evaluating and treating individuals with Autism Spectrum Disorder (ASD) across the age span. She is a “research reliable” administrator of the ADOS-2. She and her team provide consultative services to school districts and other entities across the US and she also owns a behavioral health agency providing in-home and community-based services to individuals with ASD and their families utilizing Applied Behavior Analysis (ABA) and other evidenced-based practices.
Ethics and Cultural Diversity for LSSPs and LPCs
Ethics for LSSPs, LPCs and Psychologists
Ethics for Licensed Specialists in School Psychology and Licensed Professional Counselors and Psychologists. This session will review relevant rules of practice, ethical standards, and legal implications.
Examine ethical situations that commonly occur for individuals providing psychological services in the school setting. This session will review relevant rules of practice, ethical standards, and legal implications. This session will satisfy the annual requirement for 3 hours of cultural diversity training that is required by the Texas State Board of Examiners of Psychologists.
Participants: LSSPs, LPCs and Psychologists seeking ethics CEUs
Cultural Diversity for LSSPs and LPCs
Issues in Cultural Diversity for Licensed Specialists in School Psychology and Licensed Professional Counselors and Psychologists. Attend this session to consider and discuss current issues in cultural diversity as they relate to the field of school psychology.
Attend this session to consider and discuss current issues in cultural diversity as it relates to the field of school psychology. This session will satisfy the annual requirement for 3 hours of cultural diversity training that is required by the Texas State Board of Examiners of Psychologists.
Participants: LSSPs, LPCs and Psychologists seeking ethics CEUs
Cultural Diversity for LSSPs, LPCs, and Psychologists – “The Grief Process”
Issues in Cultural Diversity for Licensed Specialists in School Psychology, Licensed Professional Counselors and Psychologists. Attend this session to consider the issues related to grief process with culturally diverse families as they relate to the field of school psychology.
Parents from culturally diverse backgrounds may receive evaluation results from trained professionals and/or school-based evaluators indicating their child has a disability. A toolbox of strategies for coping with their grief and how to successfully collaborate with parents and coordinate wrap-around services with community health/mental health and social welfare agencies will discussed and case studies shared. This training fulfills the three hour cultural diversity requirements for LSSPs, LPCs and Psychologists
Participants: LSSPs, LPCs, and Psychologists
Functional Communication Training (FCTs)
CARE Consultants can provide training on how to increase the functional communication skills of students so that they can learn how to get their basic wants and needs met. When students who are low verbal or non-verbal are taught a more effective way to communicate with others, they are less likely to engage in problematic behaviors.
Student Engagement
CARE Consultants will model how to engage students so that they are motivated to make a simple pictorial exchange or use a communication device in order to gain access to the highly reinforcing object and/or material. It has been our experience that staff benefit from modeling and hands-on training regarding how to increase the functional communication skills of students on their caseload.
Group Training
CARE Consultants can also tailor small and large group trainings to provide staff members and parents with a basic overview of what functional communication skills are and why they are critical in order for students to become more competent communicators.
Inclusive Education Practices
CARE provides consultation services to school districts to identify and implement best practices for inclusive education.
CARE will train personnel to recognize, understand, access, and implement the full range of services available to individuals with disabilities. Our consultants will also focus on a broad range of common issues ranging from academic and social exclusion to challenges students experience interacting with peers with disabilities, and the impact of inclusive practice on schools, families and communities.
In order for this to be successfully accomplished general education and special education staff as well as campus administrators will benefit from site-based training in the following areas to increase their capacity to serve all students. Follow along support in the form of technical assistance can also be provided to campus personnel once they have participated in the site-base training.
CARE’s team includes leaders in the field of inclusive education in helping with systems change to providing technical assistance and support throughout the US (and the world). Inclusive Education is a philosophy and approach, where:
- All students are educated in the general education classroom to the greatest extent appropriate
- Where expectations are high
- Instruction is standards-based
- The curriculum is the general education curriculum
- Individualized supports are available when needed
- Decisions are made on the basis of student needs and not labels and places
Why Inclusive Education?
National Longitudinal Transition Study (2006) showed that more time in General Education classes was positively correlated with:
- higher scores on standardized tests of math and reading
- fewer referrals for disruptive behavior
- fewer absences
No studies since the 1970s have shown an academic advantage for students with intellectual and other developmental disabilities educated in separate settings (Falvey, 2004)
Inclusive Practices Model Training – Ongoing Technical Support
(Number of days and trainers depends on the specified district’s need)
State and federal laws increasingly require schools to implement inclusive environments to create a system of shared ownership and accountability for all students. This 2.5-day training seminar will carefully examine the four major components stakeholders need to create operable, successful inclusive environments. Twentieth Century schools reflect the diversity of the society they serve. Increasingly, schools are finding it necessary to restructure their efforts to provide effective services for ALL students in an inclusive setting. In this seminar, trainers will discuss the following topics: effective staffing, changing systems and the law, aligning instruction, and the means for increasing collaboration. The last half day of the seminar will be dedicated to 1) developing a concise yet comprehensive assessment of individual school practices as they relate to Inclusive Education and 2) creating a ‘needs assessment’ and ‘action plan’ for future growth.
We recommend targeted technical support for all school teams that have attended this training and implemented the Inclusive model. Year-1 support will consist of 3 on-site technical support days. Year-2 will consist of 2 targeted, on-site days of technical support. Schools can request additional technical assistance, as needed or desired.
Co-Teaching in the Inclusive Setting
(Number of days and trainers depends on the specified district’s need)
Inclusion is a belief system that values diversity and fosters a shared responsibility to help all students reach their maximum potential. As schools increasingly implement inclusive educational settings, instructional teams and staff members are adjusting their professional practices to accommodate various types of learners in the same general education classrooms. The co-teach model is a highly effective system that allows general and special educators to differentiate and deliver instruction with a reasonable assurance that all students will receive full access to grade-level expectations in the general education setting. We propose conducting a 2-day, comprehensive training seminar that will establish a common understanding of the co-teach model, discuss the various co-teaching configurations, and explain the tools necessary to implement and evaluate an effective co-teaching program.
Response to Intervention (RTI)
CARE consultants understand the Response to Intervention (RtI) Model. RtI may be broadly defined as an approach that uses students’ response to high-quality instruction to guide educational decisions, including decisions about the efficacy of instruction and intervention eligibility for special programs, design of individual education programs and effectiveness of special education services.
CARE consultants are able to providing coaching, modeling and follow-along support to districts who are interested in implementing the RtI model.
RTI includes
- Screening for at-risk students
- Monitoring responsiveness to instruction
- Determining a plan of action using a tiered approach
- Monitoring student progress when once that plan is implemented
- Responding appropriately to the student’s progress by making timely and necessary adjustments to instructional interventions.
The Process of RTI – Training and Implementation
This three-part phase of the proposed training focuses on the “Response to Intervention” school-wide process.
Part 1: Trainers will provide stakeholders (administrators, general education and special education teachers, paraprofessionals, parents, and school board members) with an overview of the RTI process and vocabulary for academics and/ or behavior, focusing on the four essential components: 1) universal screening, 2) muli-tiered interventions, 3) progress monitoring, and 4) fidelity of implementation.
Part 2: Trainers will discuss and review Tier 1 Interventions specific to the area of need established through a review of the district’s AYP standings, to include: 1) a review of differentiation strategies already in place, and 2) a discussion of common language and strategies that reflect best practice for Tier 1 implementation.
Part 3: Trainers will guide and train stakeholders to use the district’s student data for identification, scheduling of RTI block time, and planning and implementation guidelines in establishing Tier 2 and Tier 3 interventions.
Social Skills Training
CARE Consultants have developed various training components related to increasing the social skills of students having difficulty making friends, participating in group activities and games, demonstrating age-appropriate play behaviors and engaging in prosocial behavior.
Training in peer-mediated instruction and other established treatments can be provided. Students who are more socially competent are afforded more opportunities to participate in the Least Restrictive Environment (LRE) with non-disabled peers.
CARE Consultants have also worked with school districts to develop different models of social skills training that fit the needs of the individual district. For instance, afterschool social skills groups, play groups, social skill classes, and individualized counseling sessions, and how to teach social skills contextually (in the environment as they occur).
Staff Development Trainings
Teambuilding Seminars
CARE professional provide a wide-range of high-quality staff development sessions designed to not only inform, but also allow staff to participate hands-on. This method helps staff members to leave with a better understanding of how to implement the new information and skills.
Colors
(1-2 days/ 1-2 trainers)
Individual personality, to a great degree, defines the boundaries by which we live our lives and predetermines the expectations we have of ourselves and of others. Personality influences the words we use to communicate and how we interact with other people. When life, relationships, and jobs compliment our personality boundaries, we have a sense of being in control of our lives. Unfortunately, the opposite is also true, resulting in disharmony in the workplace. Colors is a one-day interactive training seminar that will reveal how personality motivates people, defines how they interact and contribute in team environments, structures their problem-solving processes, regulates their time- and task-management styles, and impacts and determines the strengths and leadership qualities each individual brings to the workplace. Why does one person react to a stressful situation with a smile while another, reacting to the same stimuli, breaks down in tears? The answer is often found in their personalities. Getting to know the personalities of the people you lead or work with can help you optimize their performance in the workplace, and that’s the desired outcome of the Colors seminar. Colors is an informative, fun-filled learning day that will increase workplace effectiveness and carry over into the personal growth and satisfaction in the lives of your workers!
The Happiness Advantage: The Seven Principles of Positive Psychology That Fuel Success and Performance at Work
(1 day/ 1 trainer)
Recent research demonstrates the inaccuracy of the old belief that success leads to happiness. Positive psychology actually shows that happiness leads to success. This presentation, The Happiness Advantage, reveals seven principles which, if implemented, can increase the happiness of your people and result in greater success. Simply put, happy, satisfied people are successful people, and their happiness and success can be contagious, spreading to staff members, fellow teachers, parents, and students. The Happiness Advantage seminar is a fun, interactive, one-day training session that will inspire your teams to seek happiness, knowing that happiness leads to success in nearly every domain, including work, health, friendship, sociability, creativity, and energy, but more importantly the classroom. We highly recommend using this seminar to kick off the academic year or as a mid-year motivator to reenergize your people.
FISH (Years One, Two & Three)
(1 day / 1-2 trainers)
FISH is a one-day/year, 3-year team-building training seminar that will delight and energize your people, and motivate them to excel! The FISH Philosophy was inspired by a world famous business known for its incredible energy and commitment to service—the Pike Place Fish Market in Seattle, Washington. Most people would assume working in a stinky fish market would be all gloom and drudgery, yet the folks at Pike Place Fish Market were energetic, happy, positive, and lively….and as a result, business flourished and profits soared. We studied the fishmongers and identified four simple practices that can help anyone bring new energy and commitment to their work. This day is fun, fun, fun and will have your staff talking for weeks! Moreover, it’ll prepare and motivate them to elevate their performance to a higher level.
The Four Agreements
(1/2 – 1 day/ 1 trainer)
In this one-day staff development seminar, called The Four Agreements, we offer a powerful look into a code of conduct that can rapidly transform the work pace and human lives to experience a heightened sense of freedom, true happiness, and love. The four transformative agreements are: 1) Be Impeccable With Your Word, 2) Don’t Take Anything Personally, 3) Don’t Make Assumptions, and 3) Always Do Your Best. Those who attend this moving, motivational seminar will develop a deep, rich respect and newfound understanding of themselves, their coworkers, and those in their charge, attributes that will allow your education environment and workplace to flourish and achieve new heights of success.
Professional Learning Communities (PLC)
(1-2 days/ 1-2 trainers)
The success of PLCs hinges on collaboration, but don’t assume it’ll come naturally! This one-day training seminar will assist your team to establish valid and successful Professional Learning Communities and build traits that foster collaboration. The results can be dramatic for both educators and students. Teachers will feel less isolated, burdened, and alone—a problem common in many schools. Teachers, paraprofessionals and staff will learn to share more responsibility for students and develop an enhanced collective ownership for students’ success. Educators will be encouraged to grow professionally by honing their teaching skills and constantly incorporating best practices into their repertoire. By the end of this seminar, your staff members and teachers will be able to develop a collaborative recipe for job satisfaction and develop a shared strategy for classroom success, adopt a commitment to making significant and lasting changes in their classrooms, and gain a higher likelihood of undertaking fundamental systemic changes for the benefit of their colleagues and students.
Title One Training
Program Evaluations
Evaluations are intended to be used to support a process that includes:
- Assessing the quality of a school district’s instructional programs and practices in the areas of literacy, behavioral supports and interventions; and delivery of special education services.
- Determining priority need areas.
- Prescribing and planning activities to change practices and improve outcomes for students with disabilities.
Inclusive Practices Model Training – Ongoing Technical Support
(2 ½ days / 2 trainers) (Ongoing customized technical assistance)
This 2.5-day training seminar will carefully examine the four major components stakeholders need to create operable, successful inclusive environments. In this seminar, trainers will discuss the following topics: effective staffing, changing systems and the law, aligning instruction, and the means for increasing collaboration. The last half day of the seminar will be dedicated to 1) developing a concise yet comprehensive assessment of individual school practices as they relate to Inclusive Education and 2) creating a ‘needs assessment’ and ‘action plan’ for future growth.
**We recommend targeted technical support for all school teams that have attended this training and implemented the Inclusive model. Year-1 support will consist of 3 on-site technical support days. Year-2 will consist of 2 targeted, on-site days of technical support. Schools can request additional technical assistance, as needed or desired
Disability Awareness ~ Understanding the Special Needs Child
(1 day / 2 trainers)
This proposed interactive training will provide an overview of the certification areas for special education and general characteristics and needs of students’ with these disabilities. The desired goal will be to develop awareness and empathy for students with disabilities and the impact disabilities have on their daily academic and social interactions. . Parent and paraprofessional training is also available in this area.
Autism – Understanding the Spectrum of Autism
(1 day / 2 trainers)
With the significant increase in the numbers of students with Autism over the past few years, adults working with these students must understand the impact this disability has on all areas of their lives. The proposed training is formatted much like the General Disability Awareness training, hands-on and interactive, but specifically highlights characteristics of students with Autism. Parent and paraprofessional training is also available in this area.
Creating Well-balanced Physical Environment for Student Success
½ Day (3.5 hours)/ 2 Trainers (technical assistance component to be determined)
Staff in all areas of the building should be mindful of intentionally setting up their area to enhance educational focus through the use of appropriate colors, limited patterns, and appropriate levels of visual stimulation. This training, based on cutting edge research, will challenge teachers and staff to look closely at the classroom and building environment, as they answer two guiding questions when planning the learning environment. How does the item add to the overall balance of my classroom/ space? What is the instructional purpose of this item? Current research showing the impact of over-stimulating environments on student’s learning and behavior will be shared. Participants will be asked to plan steps for setting up brain compatible learning environments. A technical assistance component of this training is also available where the trainers work directly with staff designing the classroom environment to enhance learning and behavior. . Parent training is also available in this area.
Embedding Positive Behavior Strategies and Supports in the Classroom for Student Success
½ Day (3.5 hours)/ 2 Trainers (technical assistance component to be determined)
This training will focus on creating classrooms and schools that promote student success through positive behavior supports, intentional environment structures, , authentic relationships, and directly teaching routines, expectations, and procedures. Focus is on pro-active supports, positive common language//expectations and visuals throughout the building, logical consequences, teaching problem solving skills, and the idea of “picking your battles” as you come along side students for their success. The use of sensory tools and positive strategies are modeled. The forum will stress the importance of setting high expectations for all learners and the benefits of cultivating a positive group culture in the classroom and throughout the school building. A technical assistance component of this training is also available where the trainers work directly with teachers modeling the strategies and tools and assisting in their implementation into the classroom routine. Parent and para-professional training is also available in this area.
Understanding AD/HD and Application of Instructional Strategies
½ Day (3.5 hours)/ 2 Trainers (technical assistance component to be determined)
This proposed interactive training, founded on recent brain research, provides an overview of the neurological structure of the AD/HD brain, includes discussion of the 3 types of AD/HD, and offers practical strategies to positively impact students with AD/HD. Attendees will gain a new awareness of the AD/HD student’s life and challenges as well as concrete strategies to implement immediately.
A technical assistance component of this training is also available where the trainers work directly with teachers modeling the strategies and tools and assisting in their implementation into the classroom routine. Parent and paraprofessional training is also available in this area.
Understanding Sensory Processing and Implementing Sensory Strategies Within Your Classroom
½ Day (3.5 hours)/ 2 Trainers (technical assistance component to be determined)
This proposed training, founded on recent brain research, provides an interactive and hands-on explanation of Sensory Processing and an overview of programs that utilize these techniques to help students self-regulate and manage behavior. Trainers will explore a variety of strategies, and their supporting resources, easily incorporated into any structured environment. A technical assistance component of this training is also available where the trainers work directly with teachers modeling the strategies and tools and assisting in their implementation into the classroom routine
Parent and paraprofessional training is also available in this area.
Understanding and Implementing Accommodations and Modifications for the Special Needs Child
(1 day / 2 trainers)
The proposed training will discuss the important differences between accommodations and modifications to curriculum for students with special needs. This training is hands on and interactive. Trainers will provide and highlight specific examples of differentiating content to meet the needs of the special needs learner.
Differentiation & Instruction
(2 days / 2 trainers)
The proposed training will provide participants with a working knowledge and practice with the guidelines, tools and strategies for differentiating the four classroom elements (Content, Process, Products, Learning Environment) based on student readiness, interest, or learning profiles
Kindergarten/Early Childhood – Social Skills/The First 20 Days of School
(1 days/ 2 trainers)
This training will focus on the early learning environment and the development of the young learner. Embedding the direct teaching of social skills and creating a positive classroom environment will be highlighted. The importance of establishing a balance between between strategies that are developmentally appropriate for the young learner and current curricular expectations will be explored. Participants will learn strategies to enhance independence and self-advocacy in their young students.
Effective Use of Paraprofessionals to Facilitate Student Independence
(1 day/ 2 trainers)
This proposed hands-on and interactive training will focus on the paraprofessional’s requirement to facilitate student independence. The key audience will be teacher-paraprofessional teams; however, both teachers and paraprofessionals will individually benefit from the discussion of strategies that scaffold student independence and self-advocacy skills. Trainers will highlight the role of the paraprofessional; teacher-paraprofessional relationship dynamics, guidelines for student and parent interaction; and useful student-focused, age-appropriate strategies and tools.
Specially Designed Instruction
(1 day/ 2 trainers)
The proposed training will define the specifics of Specially Designed Instruction and highlight its direct link to IEP planning and processes, and stress the importance of defining a student’s disability-related needs. This hands-on, interactive training will keenly focus on the relationship between regular education and special education, and address the question of: What is “special education” in the world of Early Intervention (EI) and RTI?
Guiding the IEP Writing Process
(2 days / 2 trainers)
Federal guidelines governing the IEP process will be a key focus of the proposed training. Trainers will guide educators and administrators through the maze of forms and processes involved in the IEP process, and prepare them to write an effective and legally binding IEP. Finally, trainers will highlight the strategic importance of involving parents as active members of the IEP team.
The Process of RTI – Training and Implementation
(2-3 days/ 2 trainers)
This three-part phase of the proposed training focuses on the “Response to Intervention” school-wide process.
- Part 1: Trainers will an overview of the RTI process and vocabulary.
- Part 2: Trainers will discuss and review Tier 1 Interventions specific to the area of need established through a review of the district’s AYP standings.
- Part 3: Trainers will guide and train stakeholders to use the district’s student data for identification, scheduling of RTI block time, and planning and implementation guidelines in establishing Tier 2 and Tier 3 interventions.
Grading For Students with Disabilities/Student Performance Assessments
(2 days / 2 trainers)
The proposed training will address the relationship of the teaching cycle– Pre-Assessment, Establish Goals, Deliver Instruction, Post-Assessment, Adjust Instruction–based on student performance and how it effects the reporting of student progress when instruction has been designed (accommodated or modified) to meet the disability-related needs of the student. We will share different types of performance assessments/probes easily administered by the classroom teacher and styles of grading formats. The training will also highlight the importance of authentic and reliable data.
Gesell Maturational Assessment and Training
(1 day / 1 to 2 trainers (option of individual child evaluations/ one hour per child)
This proposed training will provide districts with an overview of this comprehensive tool to assess a students developmental age and (specifically) Kindergarten readiness and how teachers can use the data gained, for effective planning of instruction and intervention. The Gesell Maturational/Developmental Assessment Test (MAT) which evaluates motor and adaptive skills, language, and personal-social behavior in children 2.5 – 10 years of age, will be highlighted. The district has the option of utilizing our trained examiners to administer this one-hour assessment in a one-on-one setting.
Kindergarten Readiness/ Ages and Stages
(Evening parent meeting with 1 day training for teachers / 1 trainer)
The proposed research-based training will address many of the questions and concerns educators and parents have about a student’s school readiness and proper placement. Focusing on the research supporting basic growth and development, and the notion of sending the “whole child” to school, we evaluate 1) the rigors of the academic setting and the task of determining appropriate classroom structures; 2) positive behavior supports embedded in daily curriculum; and 3) appropriate design settings for children entering Kindergarten.
Environmental Rating & Assessments (Harms /Clifford) ITERS/ECERS-R
(1 day training with 2 + days for evaluation of classroom environment / 2 trainers)
The proposed training will focus on incorporating specific guidelines (including organizing space, activities, schedules, and curriculum for children, and provisions for staff and parents) to give a comprehensive picture of the quality of care and education of young children and students. Evaluation of environments, specially designed structured training to address environmental needs can be provided for Infant through High School Classrooms. After receiving training in the ITERS/ECERS-R rating and evaluation scale, participants will be skilled in classroom self-assessment, program monitoring, program evaluation, and implementing program improvement.
Co-Teaching in the Inclusive Setting
(2 days/ 2 trainers) (Ongoing customized technical assistance)
This 2-day, comprehensive training seminar that will establish a common understanding of the co-teach model, discuss the various co-teaching configurations, and explain the tools necessary to implement and evaluate an effective co-teaching program. Participants will learn that the co-teach model is a highly effective system that allows general and special educators to differentiate and deliver instruction with a reasonable assurance that all students will receive full access to grade-level expectations in the general education setting.
Peer-to-Peer Training (Staff and Student Peer Supporters)
(1-2 days / 2 trainers)
Part-1 of this two-part training seminar will begin by defining peer support, cooperative learning, and peer tutoring strategies, and then offer a step-by-step planning guide to implement a peer support program to benefit students with moderate to sever disabilities. Part-2 will identify and specifically outline the process and materials for training peer supporters. Educators and other staff members who complete this 2-part training seminar will discover how peer supports are a “two-way street”, boosting academic outcomes, social skills, and self-esteem of students with disabilities and the peers who support them.
The Neglected Child: Recognize, Respond, Prevent
(1 days / 2 trainers)
This proposed interactive training will focus on identify the six different types of child neglect by developing a foundational understanding of child neglect and the levels of severity. Tailored for school personnel this training will review the procedures to establish suspicion and properly report potential cases of child neglect. Through activities and discussions with their colleagues, participants will gain an understanding of the concepts presented and how these concepts apply to the participants current role in the district.
Collaborative Autism Resources and Education LLC.
Phone: (877) 712-2735
Email: info@educatorscare.com
