PBIS Individualized Interventions Strand
CONFERENCE PROGRAM Southeast Conference on Positive Behavior Interventions and Support
TUESDAY, JUNE 9, 2015 TIME
EVENT
8 – 8:45 a.m.
Registration at the Coastal Georgia Center
8:45 – 9:45 a.m.
PLUS BULLYING SURVEY TRAINING
Coastal Georgia Center, Savannah, GA
Dr. Eric Landers, Associate Professor, College of Education, Department of Teaching & Learning, Georgia Southern University, Statesboro, GA John Vandenburgh, Founder, Directional Leadership, CyberBully Alert, PLUS Program, CEO at Vanden Corporation, Los Angeles, CA Participants of this workshop will receive discounted access to the NYAR Bullying Survey and PLUS Resource Database.
9:45 – 10 a.m.
Visit Exhibits
10 a.m. – 12 p.m.
SESSION 1
June 7-9, 2015
John Vandenburgh, Founder, Directional Leadership, CyberBully Alert, PLUS Program, CEO at Vanden Corporation, Los Angeles, CA
PBIS Individualized Interventions Strand ERIC LANDERS JOE JOH NSON J O HN VAN DEN BUR G H
Current Trends in Bullying and Solutions for Every School This workshop will examine how schools can utilize peer-to-peer programs to enhance the overall PBIS framework being implemented on a school campus. Building a peer-to-peer program is a proactive approach, which empowers young people to lead, educate, influence and support the peers in their school and community. Peer-to-peer programs are one of the few approaches in education, which utilizes the natural channels of peer influence to address the critical issues that impact the conditions for learning of all students. Participants in this workshop will learn how to develop and facilitate peer-to-peer programming that will not only connect disconnected youth, but simultaneously use student led activities to gather qualitative and quantitative data for the PBIS staff members to analyze. 12 – 1:30 p.m.
Visit Exhibits/Lunch on your own
1:30 – 3 p.m.
SESSION 2
“CONFERENCE to CLASSROOM Connection” ™
Associate Professor, College of Education, Department of Teaching & Learning, Georgia Southern University, Statesboro, GA
Dr. Breyan Haizlip,The Haizlip Group, LLC, Licensed Professional Counselor, Statesboro, GA Mr. Adam Haizlip, The Haizlip Group, LLC, Certified Cultural Responsivity Trainer for Educators, Statesboro, GA
Culturally Responsive Common Core: A Framework for Multicultural Education Beyond What You Can See Even when you can’t see diversity– every school is diverse! Our goal is to move individuals and organizations toward philosophical and practical change in support of multiculturalism. Participants will learn to employ strategies grounded in principles of equity & inclusion, regardless of the demographic make-up of the school. In this interactive, challenging, and engaging presentation, we will focus on: (1) facilitating new levels of consciousness regarding unconscious bias, diversity, inclusion, equity, and organizational change; and (2) empowering participants to become catalysts for equity & inclusionoriented education. 3 – 3:30 p.m.
Joe Johnson, Youth Development Specialist, Joe Johnson Speaks & Future 4 Teens, Gainesville, FL
Founder, Directional Leadership, CyberBully Alert and PLUS Program, CEO at Vanden Corporation, Los Angeles, CA
BRE YAN HAIZLIP A DAM H AIZLIP C. BA KER WRIGH T KR ISTIN E J O L IVE T TE
PLU Testing in the Auditorium
The Haizlip Group, LLC, Certified Cultural Responsivity Trainer for Educators, Statesboro, GA
T H A N K YO U TO O U R E X H I B I TO R
The Haizlip Group, LLC, Licensed Professional Counselor, Statesboro, GA
Director of Family Clinical Services with Behavior Management Consultants, Tallahassee, FL
Professor, Educational Psychology and Special Education, Georgia State University, Atlanta, GA
2015
CONNECT TO THE COASTAL GEORGIA CENTER WI-FI @ CGCGUEST PASSWORD: cgcguest
IN PARTNERSHIP WITH THE DIVISION OF CONTINUING EDUCATION, THE COLLEGE OF EDUCATION AND THE NATIONAL YOUTH-AT-RISK CENTER AT GEORGIA SOUTHERN UNIVERSITY NATIONAL YOUTH-AT-RISK CENTER
PBIS Individualized Interventions Strand This strand is designed for schools implementing school-wide PBIS seeking individualized interventions for difficult populations. The focus of this strand will be to develop interventions to be deployed in schools for students who need more intense interventions.
MONDAY, JUNE 8, 2015 TIME
EVENT
8 – 8:30 a.m.
Registration at the Coastal Georgia Center
8:30 – 8:45 a.m.
Greeting • Dr. Thomas Koballa, Dean, College of Education, Georgia Southern University, Statesboro, GA
8:45 – 9:45 a.m.
KEYNOTE PRESENTATION Dr. Eric Landers, Associate Professor, College of Education, Department of Teaching & Learning, Georgia Southern University, Statesboro, GA
Participants will…
Innovative Practices in School-wide PBIS
Understand and implement intense strategies to support students with high functioning Autism or Asperger’s through school-wide PBIS.
Response to Intervention (RtI) is intended to be a process for providing a continuum of academic and behavioral interventions. While the majority of districts have clear innovative academic interventions firmly rooted in data-based decision-making, most districts revert to more reactionary and antiquated behavioral interventions when discipline is necessary. In the absence of innovative practices, districts are at a disadvantage in terms of decision-making and open to more challenges regarding behavioral interventions. This session will challenge conventional thinking in terms of discipline in schools. The goal of this session will be to highlight practices that are not effective in addressing behavioral issues and suggest new methods of approaching discipline in school.
Understand and implement intense strategies to support students with emotional and behavioral disorders through school-wide PBIS. Understand and implement peer-to-peer interventions to support difficult populations of students. Understand and implement intense strategies to support students at-risk through school-wide PBIS.
* KEYNOTE PRESENTATIONS LOCATED IN THE AUDITORIUM
** SESSIONS LOCATED IN ROOMS 218 & 220
SUNDAY, JUNE 7, 2015
9:45 – 10 a.m.
Visit Exhibits
10 a.m. – 12 p.m.
SESSION 1 Dr. Kristine Jolivette, Professor, Educational Psychology and Special Education, Georgia State University, Atlanta, GA
TIME
EVENT
3 – 5 p.m.
Registration at the Coastal Georgia Center
Choice-Making Opportunities for Students with E/BD: Intensifying Choice Linked to Type and Function for Those Needing Intensified Tier II and III Supports Across Settings Students with E/BD present complex academic and social needs across educational environments for which educators need an array of behavioral strategies. Choice-making is a flexible and effective strategy which may be used to address and prevent challenging behaviors in academic and social contexts. Choice-making is flexible in that it can be intensified for use as a Tier I, II, or III strategy within multi-tiered systems of support; used as part of whole class, small group, or individualized instruction; one of any of the ten types of choices identified in the literature; and adopted to fit the function of the inappropriate behavior to a specific type of choice provision. In addition, choice-making has successfully been used with students with E/BD and other challenging behaviors and co-morbid disabilities across student ages and settings in increasing task engagement, accuracy, compliance, and social engagement as well as decreasing disruptive and off-task behaviors. Recent studies with students with E/BD have occurred within schools implementing positive behavioral interventions and supports (PBIS) as a Tier II and III intervention. We will discuss the existing choice-making literature with students with E/BD, the ten different types of choices, their links to function as obtained through functional behavior assessment, how to implement each choice, and how to adapt choice-making into a PBIS framework with emphasis on implementation at Tiers II and III. We will discuss how educators may intensify choice-making, progress monitor its effects, conduct choice-making interventions with fidelity, and plan on using choice-making as a sustainable practice option within Tier II and III. We will share useable, classroom-based choice-making materials so attendees can implement in their own educational environment with students with E/BD.
PRE-CONFERENCE PRESENTATION Dr. Eric Landers, Associate Professor, College of Education, Department of Teaching & Learning, Georgia Southern University, Statesboro, GA
Investigating Bullying in Schools Schools have a responsibility to protect students from the physical and psychological effects of bullying. When confronted with repetitive behaviors intended to harm, many students do not have the skill set to combat bullying behaviors. In order to lessen the impact of bullying behaviors in schools, educators must be equipped with the necessary skills to investigate and determine if a situation is truly bullying or simply conflict. This session will discuss school-wide strategies and techniques for investigating bullying in schools. Practical and implementable skills will be provided.
5 – 7 p.m.
KEYNOTE PRESENTATION Dr. Joe Johnson, Youth Development Specialist, Joe Johnson Speaks & Future 4 Teens, Gainesville, FL
Power of Relationships Understanding the importance of working together to accomplish greatness is essential. Understanding how to establish relationships within different context is key. During this session, we will analyze how you have established relationships in the past, dissect the secrets of establishing relationships and learn tangible strategies to effectively build sustainable partnerships.
12 – 1:30 p.m.
Visit Exhibits/Lunch on your own
1:30 – 3 p.m.
SESSION 2 Dr. C. Baker Wright, Director of Family Clinical Services with Behavior Management Consultants,Tallahassee, FL
T H A N K YO U TO O U R S P O N S O R S
High Functioning Autism and Asperger’s in the Mainstream: Characteristics to Understand and Interventions that Work
2015
Students with high functioning Autism and Asperger’s disorder are spending more time in mainstream classrooms than ever before – and they should. These students are typically bright (and in some cases very intelligent), but often struggle due to the social deficits associated with Autism Spectrum Disorders. Due to these social deficits, these students sometimes display challenging behavior, struggle academically, and respond very differently to typical class and school “discipline” procedures. This session will include a discussion of the common characteristics of these students, an in-depth review of the social and communication deficits associated with the disorder and how that affects academic and behavioral performance in the classroom. Last, simple strategies and interventions for these students will be discussed. 3 – 3:30 p.m.
Visit Exhibits