This course will cover how to plan and utilize evidenced-based classroom management systems that fall under the umbrella of positive behavior supports. Classroom systems are just one component of school- and district-wide positive behavior support systems. Throughout this course, the word “teacher” is used in a broad way to include special education teachers, general education teachers, and paraprofessionals.
Section 1: Introduction
A. About This Course
B. Learning Objectives
Section 2: School-Wide Positive Behavior Supports
A. School-Wide Models
B. Tiered Support
C. Classroom Systems
Section 3: Foundations for Classroom Systems
A. Effective Teaching as Primary Prevention
C. Routines and Schedules
D. Rules and Expectations
Section 4: Prevention Practices
B. Opportunity to Respond
Section 5: Responding to Behavior
A. Error Corrections
B. Class Wide Reward Systems
C. `Student Self-Monitoring
D. Behavior Contracts
E. Other Strategies
Section 6: Conclusion
B. Course Contributors
Dr. Rhonda Davin is a Board Certified Behavior Analyst with over 25 years of experience in the fields of developmental disabilities and autism. She has served the field as a teacher, college professor, consultant and expert witness. She started Behavior Consulting Services which provided direct behavior analytic services to children with autism and their families. She has supervised and mentored several behavior analysts and service providers currently practicing in the field today. Dr. Davin has also provided technical assistance for large scale organizational change efforts in the area of Positive Behavior Supports. Disclosure: Rhonda Davin, Ph.D., BCBA-D has no Relevant Financial or Non-Financial Relationship with ineligible companies to disclose.
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