State Performance Plan 2005-2012 - Part B - Arkansas Department Of Education Page 69

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Arkansas Department of Education Special Education Unit
Part B State Performance Plan
community. In this workshop the 128 participants learned how to improve the pivotal response
of motivation to produce generalized improvements in language and social skills and reductions
in disruptive behaviors. Participants included parents, special and general education teachers
(early childhood and school age), LEA administrators (early childhood and school age),
behavior interventionists (early childhood and school age), school psychologists and speech
language pathologists.
The Power of Peers: The workshop addressed four basic questions regarding peer-mediated
social skills intervention: (1) What are the key skills to teach; (2) How to teach typical children
the intervention skills; (3) How to embed social skill opportunities through the classroom day;
and (4) Outcomes from children that have participated in this intervention package. Participants
learned to select specific curriculum targets and employ strategies to foster peer social skills.
Assessment of peer social outcomes was discussed along with modification of teaching
accordingly. Early childhood and school age behavior interventionists, general and special
educations teachers, psychological examiners, LEA and special education administrators,
paraprofessionals, speech language pathologists, and parent liaisons comprised the 73
participants.
Signs and Symptoms of Abuse in School Children: Two workshops were held across the State
with 104 participants representing early childhood and school age general and special education
teachers and related services providers, counselors, behavior interventionists, nurses, school-
based mental health providers, and LEA administrators. The workshops included the following
topics: (1) Definitions of Abuse and Neglect; (2) Categories of Abuse-Physical, Emotional,
Sexual; (3) Obligations as Mandatory Reporters; (4)What to Look for-Overt/ Covert Behaviors-
Who to Talk to If Abuse is Suspected and Why Children Don't Tell; (5) How Symptoms of
Abuse can Mirror Behavior Seen in Disabilities including ADD, ADHD, ODD, OCD and
Social Aspects of Autism; and (6) Team Collaboration in Defining Behavioral Strategies for
Children Struggling with Trauma and Abuse Issues.
Understanding Power Struggles in the Classroom/Addressing Aggression in the Classroom:
Part one of the training covered typical disruptive behaviors. These behaviors if not stopped can
lead to serious problems in the classroom. The discussion provided information about
classroom power struggles and what leads to them. Part two involved analyzing and intervening
with aggression, which highlighted practical research-based strategies for aggression in schools.
Case studies were used to explore interventions that work with different profiles of verbal and
physical aggression. The workshop was attended by 57 general and special education teachers,
school psychologists, LEA administrators, school-based mental health therapists, parent
liaisons and a youth home risk manager.
Using the VB-MAPP to Guide an Intervention Program for Children with Autism: Verbal
Behavior Milestones Assessment & Placement Program (VB MAPP). Based on the branch of
psychology known as Behavior Analysis, VB MAPP provided the 55 participants with a sound
evidence-based assessment and intervention method. The workshop trained the participants on
how to use the assessment results to set up and conduct daily language and social skills
intervention programs. Participants included behavior specialists (early childhood and school
age), general and special education teachers (early childhood and school age), psychological
examiners, school psychology specialists, and speech language pathologists.
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