Course curriculum

    1. Welcome

    2. Learning Objectives

    3. Course Materials

    4. Course Catalog

    1. Functional Behavior Assessment (FBA) and the Competing Behavior pathway (57:19)

    1. Chapter 1 Quiz

    1. Considering impacts of setting events and selecting Replacement Behaviors (1) (34:13)

    2. Considering impacts of setting events and selecting Replacement Behaviors (2) (10:45)

    3. Considering impacts of setting events and selecting Replacement Behaviors (3) (08:17)

    4. Considering impacts of setting events and selecting Replacement Behaviors (4) (09:07)

    5. Considering impacts of setting events and selecting Replacement Behaviors (5) (10:25)

    1. Chapter 2 Quiz

    1. Connecting the FBA to Behavior Intervention Plans (1) (39:31)

    2. Connecting the FBA to Behavior Intervention Plans (2) (37:38)

About this course

  • $299.00
  • 6.5 Contact Hours

Learning Objectives

Describe the neurological connection to the various sensory strategies for treating children and adolescents diagnosed with complex trauma, Autism, ADHD and Sensory Processing Disorders

Implement current treatment techniques such as mindfulness, activation of the Vagus nerve, music and movement, and respiratory-based techniques to improve client level of functioning

Design neurologically tailored sensory interventions in the treatment of challenging behaviors in children, such as hyperactivity, hypo-activity, aggressiveness, self-stimulatory and inattentiveness

Develop treatment plans based on the Self-Regulation and Mindfulness, and Trauma Treatment in ACTION approaches


Meet Your Instructor

Lynne DeSousa

Lynne DeSousa, MS, School Psychologist is a Multi-Tiered System of Supports (MTSS) Specialist and the Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) Integration Coordinator for the Colorado Department of Education (CDE). In more than 26 years in education, she has served as a CDE Regional Implementation Consultant, a district PBIS/Mental Health coordinator, school-based PBIS Facilitator, a school psychologist, and a counselor. She brings a unique perspective to the work of alignment and integration within a multi-tiered framework and how to effectively and efficiently layer a continuum of evidence-based practices that matches supports to student need. Lynne has an M.S. in School Psychology from California State University, Fresno. Financial disclosure: Ms. DeSousa is employed by the Colorado Department of Education, and she receives speaking and consulting fees. There are no non-financial relationships to disclose.

Target Audience

General Education Teachers, Special Education Teachers, Principals and Administrators, School Counselors, Speech-Language Pathologists, Occupational Therapists, Physical Therapists, School Psychologists, Social Workers, Resource Room Teachers, Behavior Specialists, Autism Specialists, Case Managers, Instructional Assistants, Paraprofessionals, Instructional Coaches

Target Age Range: K- Grade 12

Credits Offered for This Course

Learn more below

  • ASHA CEUs: 0.65

  • NASP credit hours: 6.5

  • NASW hours: 6.5

  • AOTA CEUs: 0.65

  • Graduate Credit

  • Clock Hours

Learn More About Credits

Click here for details about available credit programs.

 

Articles Related to This Course

Atkins, M. S., McKay, M. M., Arvanitis, P., London, L., Madison, S., Costigan, C., Bennett, D. (1998). An ecological model for school-based mental health services for urban low-income aggressive children. Journal of Behavioral Health Services & Research, 25, 64–75.

Cook, C. R., Grady, E. A., Long, A. C., Renshaw, T., Codding, R.S., Fiat, A., Larson, M. (2016). Evaluating the Impact of Increasing General Education Teachers’ Ratio of Positive-to-Negative Interactions on Students’ Classroom Behavior. Journal of Positive Behavior Interventions1–11.

Horner, R. H., Sugai, G., Smolkowski, S. K., Eber, L., Jean, L. P., Todd, A. W., Esperanza, J., (2009) A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools. Journal of Positive Behavior Interventions Volume 11 Number 3.

Pas ET, Bradshaw CP, Hershfeldt PA, Leaf PJ. A multilevel exploration of the influence of teacher efficacy and burnout on response to student problem behavior and school-based service use. School Psychology Quarterly. 2010;25:13–27.

Bradshaw CP, Waasdorp TE, Leaf PJ. Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics. 2012;130:e1136–e1145.

Bradshaw CP, Bottiani J, Osher D, Sugai G. Integrating Positive Behavioral Interventions and Supports (PBIS) and social emotional learning. In: Weist MD, Lever NA, Bradshaw CP, Owens J, editors. Handbook of School Mental Health: Advancing Practice and Research. 2nd ed. New YorK, NY: Springer; 2014.

Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29(2), 111-124.

Perfect, M. M., Turley, M. R., Carlson, J. S., Yohanna, J., Pfenninger Saint Gillle, M. (2016). School-Related Outcomes of Traumatic Event Exposure and Traumatic Stress Symptoms in Students: A Systematic Review of Research from 1990 to 2015. School Mental Health, 8:7–43

Carter, S.H., Carter, G. M., Johnson, E. S., Pool J. L. (2012). Systematic Implementation of Tier 2 Behavior Interventions. Intervention in School and Clinic 48(4) 223-231

Gresham, F. M., Watson T. S., Skinner C. H. (2001). Functional Behavioral Assessment: Principles, procedures, and Future Direction. School Psychology Review, 30(2) 156-172

Stage, S. A., Cheney D., Lynass L., Mielenz, C., Flower, A. (2012) Three Validitiy Studies of the Daily Progress Report in Relationship to the Check, Connect, and Expect. Journal of Positive Behavior Interventions, 14(3) 181-191

McIntosh, K., Brown, J. A., Borgmeier, C. J., (2008). Validity of Functional Behavior Assessment within a Response to Intervention Framework: Evidence, Recommended Practice, and Future Direction. Assessment for Effective Interventions, 34(1) 6-14.

Loman, S. L., Horner, R. H. (2014) Examining the Efficacy of a Basic Functional Behavioral Assessment Training Package for School Personnel. Journal of Positive Behavior Interventions, 16(1) 18-30