Summit Educational Resources

You are here: Home » What We Do » TRAINING & CONSULTING » List All Trainings

Description

This workshop will provide parents and caregivers with current information regarding ADHD.  Information will be presented on cause, assessment, treatment, outcomes, and resources.  Information will be drawn from the current literature on ADHD and will be presented in a lecture format.  Time will be allotted for discussion and Q&A.  Fact sheets and other literature will be available.

Learning Objectives

  1. To learn about current information regarding the causes of ADHD, including how it presents in children, adolescents, and adults.
  2. To learn about the process of assessment and what parents can expect when having their child evaluated for ADHD.
  3. To learn about effective treatments (behavioral and medication) to treat ADHD.
  4. To learn about the outcomes associated with treatment.
  5. To learn about resources to learn more about ADHD and how to evaluate the information for accuracy.

Description

This mulit-session workshop is designed for teams of school personnel (minimum of 3 people per school team required) who work with a student with an Autism Spectrum Disorder (ASD) who exhibits challenging behaviors. Participants will be expected to already have a foundation in understanding ASDs, thus, enabling the focus of this hands-on workshop to be on developing strategies within-session that can be applied between-sessions to address challenging behaviors. Each session will be separated by 2-week periods, allowing for the application and evaluation of learned material. The focus of each session follows:

Session #1: Identifying target behaviors and appropriate data tracking methods. Discussion will focus on determining what behavior(s) to target, how best to define targeted behavior, and possible data tracking tools. Within the session teams will develop a tracking tool, as dictated by the needs of the case, which is meaningful and practical. Barriers will be discussed that may impact the ability to collect relevant data and troubleshooting will occur to ensure data can be gathered. All participants should leave this session with an operationally defined target behavior and data collection plan.

Session #2: Interpreting data and generating a behavior intervention plan. Participants will present their data and their interpretation of the function(s) of the behavior. Group discussion will follow to facilitate the consideration of various hypotheses and interpretations of the behavior. A brief review of critical components of Behavior Intervention Plans will be offered in order for participants to broadly consider all aspects that need to be addressed in generating a plan to address their student's behavior. All participants should leave this session with a data-driven hypothesis as to what is contributing to the occurrence of the challenging behavior and an informal, but well considered, behavior plan that can be implemented that will address the critical aspects of modifying antecedents, adjusting consequences, and developing adaptive alternative behaviors. Moreover, each participant will leave with a data collection plan to help determine the successfulness or the student's responsiveness to the implemented behavioral procedures.

Session #3: Plan review and future considerations. Participants will be asked to present data to indicate whether the child responded or not to the behavioral intervention procedures. Participants will be asked to present data to indicate whether the implementation of the behavioral intervention procedures were effective in curtailing challenging behaviors. Discussion will focus on conceptualizing a plan to build and measure further success while considering how to eventually systematically raise behavioral expectations and fade out the intensity of the plan. All participants should leave this session with a plan to ensure that a child maintains his or her success, or a reformulated behavior plan that can be implemented in the event that the original plan did not produce the intended change. Attendance will be capped at 4 teams to facilitate small-group based activities

Learning Objectives

  1. To understand why challenging behaviors occur and reoccur, by considering the fundamental principles and methods of Functional Behavioral Assessments.
  2. To identify and operationally define a targeted behavior that is presently causing challenges within the school setting.
  3. To develop a meaningful and practical data collection system to be used to understand the nature of problematic behaviors.
  4. To consider data-driven hypotheses to explain challenging behavior.
  5. To conceptualize a behavior plan that will address the critical aspects of modifying antecedents, adjusting consequences, and developing adaptive alternative behaviors.
  6. To make data-based decisions to determine the effectiveness of a behavior plan.

Description

Describe characteristics, causes and treatments of self-injurious behaviors (SIB) 

Learning Objectives

  1. Review literature on self-injury
  2. Become familiar with different methods of assessment
  3. Learn basics of developing treatment plans for reducing self-injurious behaviors

Description

This workshop will provide parents and caregivers with information on how to address common challenging behaviors in preschool age children.  Information on developmental milestones will be reviewed and parents/caregivers will receive information about resources that can be accessed to provide them with support at home.  Time will be allotted for discussion and Q&A.  Fact sheets and other literature will be available.

Learning Objectives

  1. To learn about typical developmental milestones in preschool age children.
  2. To learn steps to effectively address common challenging behaviors.
  3. To learn about resources parents/caregivers can access to provide them with support at home.

Description

According to Federal Law “all personnel who work with children with disabilities have the skills and knowledge necessary to meet the needs of children with disabilities” [Section 1453(c)(3)(D)]. This seminar is specifically designed for classroom aides and personal care aides, and those who support aides, to ensure their understanding of ASDs and familiarize them to evidence-based practice.  Concentration will be placed on the provision of assistance (or “aiding”), to emphasize the important role of building skills rather than doing skills for their student(s).  Participants will leave with a framework for fostering independence that includes attending to and tracking prompts, developing and implementing individualized independence plans, and establishing means to monitor progress.

Learning Objectives

  1. To understand how the primary and associated characteristics of ASD manifest themselves within educational settings.
  2. To become aware of the risk of promoting dependence, and to recognize the critical considerations necessary to foster independence.
  3. To become familiar with instructional, environmental, and behavioral techniques that should be used to facilitate skill acquisition for children with ASDs within education settings.
  4. To gain knowledge as to how to monitor and evaluate the effectiveness of used strategies.

Description

A review of typical school-based practices suggests that school districts are falling short in facilitating the social development of students with Autism Spectrum Disorders (ASDs).  This seminar highlights and explains the social interaction difficulties children with ASD commonly experience and provides school personnel with evidence-based approaches to enhance the social development of these students within public education settings.

Learning Objectives

  1. To understand the social interaction difficulties commonly experienced by students with ASD.
  2. To gain an appreciation of the shortcomings of many school-based approaches for building social skills and to recognize the need to foster social development through a targeted, systematic, and comprehensive approach.
  3. To become familiar with evidence-based approaches for enhancing the social development of students with ASDs in public education settings.

Description

Discuss and learn about the use of visual stimuli and activity schedules in the classroom to increase independence.

Learning Objectives

  1. Increase understanding of learning characteristics associated with autism
  2. Become familiar with the procedures for teaching activity schedules as described in Activity Schedules for children with Autism by Krantz and McClannahan
  3. Discuss ways to extend basic schedule following skills to increase independence and encourage life success 

Description

This workshop is designed for teachers to introduce best practices for designing and assigning homework assignments for students with ADHD and Learning Disabilities.  The seminar will involve both lecture and hands-on activities.  Information presented will be taken from research that has investigated ways to improve the quality and consistency of homework completed by students with ADHD and Learning Disabilities.

Learning Objectives

  1. To review the challenges students with ADHD and Learning Disabilities experience when completing homework assignments.
  2. To learn about best practices with designing homework assignments.
  3. To learn about best practices with assigning homework (how much/how long).
  4. To evaluate a homework assignment and modify it to fit “best practices.”
  5. To learn effective ways to communicate to parents about homework.
  6. To learn about strategies to increase homework completion and accuracy.
  7. To learn about resources teachers can use to implement interventions to increase homework completion and accuracy.

Description

This training provides up-to-date information on the identification and understanding of the clinical and associated features of Autism Spectrum Disorders (ASDs), including Asperger’s Disorder and PDD-NOS.  Attention will be given to how these features manifest themselves and present unique instructional and learning challenges. The training goes beyond the core features of the disorders and covers evidence-based strategies for helping children and adolescents with ASDs.

Learning Objectives

  1. To recognize the early clinical indicators of ASD and the appropriate means/tools for identifying their presence.
  2. To understand how the primary and associated characteristics of ASD manifest themselves and impact learning.
  3. To differentiate between evidence- and non evidence- based interventions, in order to promote the use of strategies and intervention techniques that have proven to be effective.
  4. To recognize the need to evaluate the individual effectiveness of current intervention strategies.

Descriptions

This seminar provides school personnel with practical and evidence-based intervention techniques to maximize the development and success of students with Autism Spectrum Disorders (ASDs) within general education settings.  The training will include important considerations for understanding the unique characteristics of a student with ASD and guidelines for fostering his/her initial transition into a new educational setting/class. Strategies will be offered to maximize student functioning within least restrictive educational settings.  Attention will be given to specifying inclusionary goals and means for evaluating successful educational placement.

Learning Objective

  1. To have a comprehensive understanding of what needs to be known prior to gaining a student with an ASD, to foster a successful transition
  2. To become familiar with instructional, environmental, and behavioral techniques that should be used to facilitate successful inclusive programming for children with ASDs within general education settings.
  3. To develop, address, and evaluate appropriate inclusionary goals.
  4. To gain knowledge as to how to monitor and evaluate the effectiveness of used strategies.

Description

This workshop will present information on evidence-based treatments for ADHD in adolescents.  The focus of these treatments is on improving organizational skills, note-taking skills, and follow-through on requests.  Information will be presented in lecture format.  Time will be allotted for discussion and Q&A.  Fact sheets and other literature will be available free of charge. Given the review of evidence-based strategies, this training is particularly relevant to PBIS Committee Members.

Learning Objectives

  1. To learn about current information regarding ADHD and the challenges teens face with meeting academic and social expectations
  2. To review evidence-based interventions for middle school and high school students
  3. To review how these interventions fit within broader supports (504 Plans, IEPs) for students with disabilities
  4. To review and discuss resources to address challenges with working with teens with ADHD

Description

This workshop is designed to introduce best practices with responding to challenging behavior from children with ADHD and/or Oppositional Defiant Disorder.  The seminar will be presented in a lecture format with ample time given for discussion of strategies.  Information presented will be taken from research that has shown to improve behaviors in students with ADHD and behavior problems, in general.  Participants will learn about a variety of commercially available resources and free resources to use when working with students with challenging behaviors.

Learning Objectives

  1. Review the challenges related to working with students with ADHD and/or Oppositional Defiant Disorder.
  2. Learn about best practices when responding to challenging behavior.
  3. Learn how to address barriers that interfere with using best practices.
  4. Learn about resources that are available to utilize to help promote positive behaviors for students with ADHD and/or Oppositional Defiant Disorder.

Description

This seminar provides educators with a conceptual framework for assessing and understanding challenging behaviors exhibited by students with an Autism Spectrum Disorder (ASD).  The training goes beyond determining what is causing and maintaining challenging behaviors and will emphasize evidence-based strategies to decrease maladaptive behaviors, increase adaptive alternative behaviors, and evaluate the effectiveness of intervention plans.

Learning Objectives

  1. To understand why challenging behaviors occur and reoccur, by considering the fundamental principles and methods of Functional Behavioral Assessments.
  2. To become familiar with evidence-based strategies to reduce problematic behaviors and build adaptive alternative behaviors.
  3. To recognize all that is needed in developing a comprehensive behavior intervention plan, including means for monitoring and evaluating the effectiveness of behavior plans.

Description

Students with Autism Spectrum Disorders (ASD) commonly face challenges during periods of transition for a variety of reasons, including difficulties adjusting to new environments, different routines, unclear expectations, and the failed generalization of previous learned skills. Transitional challenges can often be minimized through advanced anticipation and preparation. This seminar is geared towards highlighting and preparing school staff for the common barriers encountered during the transitional process between school years. Emphasis will be placed on key considerations, tools, and strategies that should be utilized to facilitate this process and in turn foster success for the student and school team. Note: This presentation is particularly relevant and useful when delivered during the spring semester.

Learning Objectives

  1. To gain an understanding of the unique challenges students with ASD face in transitioning into new educational settings/classrooms.
  2. To gain an awareness of critical information that needs to be considered and ascertained prior to transition, in order to foster success.
  3. To gain a working knowledge of tools and strategies that can be used to facilitate transitional success for children with ASD.

Description

This training is geared toward providing Early Intervention and Medicaid Service Coordinators with up-to-date and empirically-supported information regarding Autism Spectrum Disorders (ASDs) so that they can guide consumers/families towards early and accurate detection/assessment and use of appropriate treatment strategies.  Attention will be given to highlighting the characteristics of ASD, dispelling common myths associated with the disorder, reviewing the evidence for appropriate and popular intervention methods, and understanding important considerations for facilitating key transitional periods (e.g., Early diagnosis—now what?; EI to preschool; preschool to school-age; school-age to adulthood).

Learning Objectives

  1. To become familiar with the early warning signs and primary/associated characteristics of Autism Spectrum Disorders.
  2. To understand the components of a valid and informative assessment.
  3. To differentiate between evidence- and non evidence- based interventions, in order to promote the use of strategies and intervention techniques that have proven to be effective.
  4. To recognize the challenges that emerge with various transitional periods and consider the strategies that can be utilized to facilitate the consumer’s/family’s successful navigation through these periods.

Description

Families who have a child diagnosed with an Autism Spectrum Disorder (ASD) are faced with an overwhelming amount of information when trying to determine what to do next to support their son/daughter.  For example, a search on the internet for “autism treatments” yields more than 1 million results.  This seminar is designed to provide parents/caregivers and service coordinators with a framework to evaluate treatment claims and to facilitate their decision-making process in determining the most effective intervention(s) for their child.  Attention will be given to reviewing the evidence for appropriate and popular intervention methods, as well as helping families become informed and critical consumers.

Learning Objectives

  1. To understand the meaning of evidence-based practice.
  2. To become aware of indicators of non-evidence based treatments.
  3. To be able to differentiate between evidence- and non evidence- based interventions, in order to promote the use of strategies and intervention techniques that have proven to be effective.
  4. To recognize the need to evaluate the individual effectiveness of presently used intervention strategies.

Description

Often individuals with Autism Spectrum Disorders (ASD) experience sensory-seeking and/or sensory-avoidant behaviors; of which many of these behaviors require intervention due to their interference in day-to-day functioning.  A myriad of sensory approaches are chosen as a primary or supportive strategy for individuals with ASD.  The purpose of this seminar is to review the current evidence associated with each of these sensory approaches and to discuss a means for the appropriate use and evaluation of sensory interventions for a particular individual.  Attention to the issues discussed in this seminar will minimize the common misuses of sensory approaches and highlight additional behavioral strategies to address concerns related to sensory-seeking/avoidant behaviors.

Learning Objectives

  1. To recognize the presence of sensory-seeking and/or sensory avoidant behavior in individuals with ASD.
  2. To understand the evidence, and in some cases the lack of evidence, for sensory-based interventions.
  3. To become familiar with the appropriate use of sensory-based interventions.
  4. To identify behaviorally-based strategies to reduce impairment associated with sensory-seeking/avoidant behaviors.
  5. To recognize the need to evaluate the effectiveness of all intervention strategies.

Description

This seminar provides educators with a conceptual framework for understanding and addressing school-based behavior challenges related to students who have severe behavioral and emotional disturbances.  Discussion will focus on practical strategies for managing concerns related to ADHD, oppositional defiant disorder, conduct disorder, and bipolar disorder.  The seminar emphasizes approaches to decrease maladaptive behaviors, increase adaptive alternative behaviors, and evaluate the effectiveness of intervention plans.

Learning Objectives

  1. To understand disruptive and emotional behavior disorders and their impact on school-functioning.
  2. To learn practical strategies to reduce problematic behaviors and build adaptive alternative behaviors.
  3. To identify means for monitoring and evaluating the effectiveness of behavior plans.