Workshops and Professional Development

Applied Behavior Analysis: Introduction

This workshop is designed for those with little or no training in Applied Behavior Analysis. The workshop focuses on identifying setting events, antecedents, behavior, and consequences. Teachers will learn how to identify specific environmental factors that influence behavior. The emphasis is on training the teacher to use antecedent control and positive reinforcement.

Applied Behavior Analysis: Intermediate

Participants in this workshop are expected to have knowledge and developed skills in the Introduction workshop.  This workshop introduces Functional Behavior Assessments and Functional Analysis. In addition, this workshop provides training in differential reinforcement procedures.  Teachers are encouraged to discuss examples of current problematic situations they are presented with, a case by case analysis of the target behavior(s).

Skills Assessment and IEP Development

Information is presented on the use of the Assessment of Basic Language and Learning Skills in determining skill level. Hands-on practice is then provided in the development of comprehensive IEP's for children with autism spectrum disorder. The emphasis of this workshop is on identifying the student’s current skill level and determining appropriate goals and measurable objectives.

Inclusion Strategies

This workshop provides teachers with information on best practices for 1) effective inclusion of children with ASD, 2) generalization and maintenance of skills in the regular classroom, 3) increasing on-task behaviors and independent study skills, and 4) collecting behavioral data.

Social Skills Training

This workshop focuses on the development of social skills among children with ASD.  Our workshop presents 5 steps which we feel are imperative in the design of successfull social skills programs. The steps covered during the workshop include 1) identifying social skills deficits, 2) determining if it is a skill acquisition or motivation deficit, 3) selecting the most appropriate pro-social skills intervention, 4) implementing the program, and 5) measuring progress and making any necessary changes.

Classroom Management

Participants will learn evidence-based classroom management programs that were developed to increase students' appropriate listening and learning skills. During this workshop, teachers are introduced to a variety of class-wide strategies for positive behavior planning.  The emphasis of this workshop is on prevention and proactive strategies for maintaining a positive learning environment.  Training focuses on avoiding punishment procedures when possible through appropriate classroom design and class-wide reinforcement techniques. It is important for teachers in this workshop to have participated in the ABA: Intro workshop or have some basic understanding of the principles behind applied behavior analysis.

Food Selectivity

Food selectivity and other feeding problems are endemic in children with autism spectrum disorders (ASD). Additionally, many of the challenging behaviors which fall into this category are idiosyncratic to ASD. A technology is beginning to emerge regarding methods to lessen and effectively treat these issues which, if unchecked, it can result in poor nutrition and difficulties in feeding. Specificity in foods consumed, choking, and aggression associated with food refusal can put the child and caregiver at risk. Dr. Wildmon provided services at Emory University School of Medicine and Marcus Institute Pediatric Feeding Disorder Clinic for children with food selectivity and food refusal. 

Disruptive Behaviors: Functional Assessment & Treatment

Participants will learn the steps involved in conducting functional assessments of problematic behavior. Information covered includes identifying and defining problem behavior, developing data forms, and how to use functional assessment observations and checklists in the development of behavior plans. Proactive procedures will be discussed as well as a variety of treatment methods related to the function of the behavior and replacement behaviors.

High-intensity Behavior: Aggression and Property Destruction

About 10-15% of individuals with ASD display severe behavior.  This includes destructive behaviors (e.g., aggression, self-injury, pica and property destruction) that pose a substantial health risk to the student or others.  SES approaches the reduction of these behaviors by replacing them with appropriate functionally equivalent behavior.  Teachers are expected to have an understanding of the process of identifying the function of a behavior.  It is our opinion that most of a student’s inappropriate behavior serves a purpose or function and it is the goal of SES to train teachers to determine the student’s intentions and teach the student a more appropriate way to obtain his/her needs.