with Amanda Wilson & Danielle Gonyea
Dates: September 21, 28, October 5, 12
Registration: $75/$125 (Level 1/Level 2)
No cost for LKSD or BSSD educators.
One optional university credit: $164
Target Audience: General & Special Education Teachers, Building Administrators
Challenging behaviors in the classroom can lead to decreased student engagement, academic skill gaps, and the need for intensive interventions within multi-tiered systems of support. However, more-often-than not, inconsistently implemented tier 1 strategies play a role in this.
This webinar series will outline easy to implement, yet highly effective, preventative strategies which increase student engagement and decrease challenging behaviors. Participants will learn the core components to implement Instructional Choice, Active Student Response Methods, Behavior-Specific Praise, Active Supervision, and Precorrection with fidelity in their classrooms. Examples will be utilized to assist in demonstrating how each strategy can be implemented, both individually and in combination across classroom environments, instructional activities, and with various staff members. Common implementation errors will also be discussed and recommendations to increase fidelity will be outlined. The role of data collection in implementation will be reviewed as well. Downloadable resources to assist in implementation will be provided for each strategy.?
- Session 1 – Understanding why we need to build a strong core of tier 1 strategies.
- Session 2 – Utilizing instructional choice and precorrection to prevent challenging behaviors.
- Session 3 – Increasing engagement with active student response methods and behavior specific praise.
- Session 4 – Putting it all together with active supervision.
Amanda Wilson, NCSP, BCBA, LBA. Co-Founder Navigating Behavior Change. Amanda is a Board Certified Behavior Analyst, Nationally Certified School Psychologist, and the co-founder of Navigating Behavior Change. She has 18 years of experience within the public school setting. In that time, she has worked with students across all disability categories, but her passion for applied behavior analysis has guided her focus primarily to students demonstrating significant maladaptive behaviors. Many of the students with whom she works experience autism spectrum disorders, emotional disturbances, fetal alcohol spectrum disorders, mental health disorders, and trauma and stressor related disorders. Amanda frequently conducts functional behavior assessments, develops behavior intervention plans, and provides behavioral consultation and staff training at the classroom, building, and district level. She strives to develop behavior intervention plans with a trauma-informed approach and is passionate in providing professional development to fellow educators, especially on the topic of explicit teaching of replacement skills. Amanda received a Bachelor’s Degree in Psychology from Alaska Pacific University, before receiving both a Master’s Degree and Educational Specialist Degree in Educational Psychology from the University of Nevada, Las Vegas. She received a Post Graduate Certificate in Applied Behavior Analysis from St. Joseph’s University.
Danielle Gonyea, BCBA, LBA. Co-Founder Navigating Behavior Change. Danielle is a Board Certified Behavior Analyst, licensed Special Education Teacher, and co-founder of Navigating Behavior Change. She received her Bachelor’s Degree in Elementary Education and her Master’s Degree in Special Education from the University of Vermont. Danielle attended the Florida Institute of Technology where she completed certification as a Behavior Analyst. Danielle started her educational journey as a paraprofessional many years ago. She fell in love with the population of students who many deemed “too dangerous” or “difficult to connect with.” She quickly began her teaching career which eventually lead her into the consulting field. Much like her counterpart Amanda, the children with whom Danielle primarily works experience significant mental health disorders, anxiety, fetal alcohol spectrum disorder, and autism spectrum disorder. Current emphases of her work include trauma-informed practice, classroom transformations, and organizational behavior management (OBM).