MUST ATTEND TEACHER TRAINING in Rochester, NY November 2-3 and 4-5

[Guest guest]

You don't want to miss this training! Implementing Verbal Behavior in

the Classroom and Managing Problem Behavior in School and Home Settings.

One lucky attendee will _/*be reimbursed FULL Registration Fee*/_ when

attending both workshops. Drawing will be held at the workshop. Drawing

supported by the Greater Rochester SAFE (Schools Are For

Everyone)...working for better classrooms everywhere.**

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*REGISTRATION INFORMATION ATTACHED

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*IMPLEMENTING VERBAL BEHAVIOR IN THE CLASSROOM

**A Two-day Workshop Conducted by:*

*** ****, **M.S.** **Ed.**, BCBA**

**November 2 & 3, 2005 – 9:00 am – 4:00 pm

Central Library of **Rochester** and **Monroe County**, **NY*

*115 South Avenue**, **Gleason** Auditorium, **Rochester**, **New York***

This is a two day hands-on workshop for teachers and related support

personnel. The purpose of this workshop is to prepare instructional

leaders to set up and maintain a classroom environment consistent with

ABA principles that emphasize the teaching of verbal behavior. Video

taped examples of such classrooms, demonstrations of procedures and

hands-on practical application will provide participants with the

necessary tools to more effectively organize and manage their

classrooms. Class size is limited to insure that each participant

receives sufficient time and feedback.

* Participants MUST be familiar with the ABLLS, know the verbal operants

and have command of the basic teaching procedures for vocal and

non-vocal learners (covered in workshop #2).

Topics covered during the workshop include

IEP Development using the ABLLS

Organizing the classroom environment

Designing class schedules that optimize personnel and resources

Organizing program materials and data collection procedures

Designing group activities that promote social skill development

Guiding instruction: Practical strategies for training aides and other

support personnel

Transitioning from NET to intensive teaching: Instructional variables

Basic teaching templates: Practice teaching early, intermediate and

advanced learners skills

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*MANAGING PROBLEM BEHAVIOR IN SCHOOL AND HOME SETTINGS*

A Two-day Workshop Conducted by: M. Caffrey, M.Ed., BCBA

*November 4 & 5, 2005 – 9:00 am – 4:00 pm*

Rochester Library – City Central Library Branch

115 South Avenue – Gleason Auditorium, Rochester, NY 14604

* *During daily routines, modifications of teaching procedures are not

always possible as a method for reducing problem behavior. The

requirements of every day life sometimes demand that children merely

learn to comply with the directives that are given to them, e.g. its

time to line up for music; no, you can’t go have that toy now, etc.

Parents and teachers who are unable to insure the compliance of children

with routine demands without problem behavior, report dissatisfaction

with this situation. And, many children who exhibit disruptive behavior

in their classrooms are often placed in more restrictive environments.

Over the past 20 years an effective technology for reducing problem

behavior has emerged within the field of applied behavior analysis. The

literature on functional assessment within the field of applied behavior

analysis has provided teachers and parents with effective protocols for

reducing problem behavior once the function of the behavior is

determined. The primary focus of this workshop will be on behavior

reduction programs that address the most frequently determined

functions: socially mediated positive and socially mediated negative

reinforcement.

Participants will see video demonstrations of the most common scenarios

(transitioning from preferred to unpreferred activities and “accepting

no”) that evoke problem behavior within the home and school setting. At

the end of this workshop participants will be able to:

Identify behavior by its function

Conduct experimental manipulations in school and home settings to test

hypotheses

Write (in behavioral terms) hypothesis statements that include all of

the controlling variables

Determine the behavior reduction methods appropriate for the most common

functions.

Implement the appropriate protocol for reducing problem behavior across

several functions.

Record and graph data

* M. Caffrey, M.Ed., BCBA *completed an undergraduate degree in

Education from Arizona State University and a Masters degree in

Education from Georgian Court University was awarded the Project of

Distinction for his work on training paraprofessionals to work with

children with autism. In addition, he completed post graduate coursework

in behavior analysis from Penn State University and is a Board Certified

Behavior Analyst.

Mr. Caffrey co-authored with Dr. J. Carbone an 8-hour

professional development training CD series /The Verbal Behavior

Approach to Teaching Children with Autism

/(http://www.abatoolchest.com). He also founded the Verbal Behavior

Network (http://www.verbalbehaviornetwork.com), a collaborative

web-based solution he designed to assist professionals that work with

children with autism. In addition, he developed for POAC (Parents of

Children with Autism) an eight-part workshop series /Teaching Children

with Autism in Public School Settings /(_http://www.poac.net_).

Currently, he provides consulting services and presents workshops to

treatment teams who serve children with autism with special emphasis on

promoting functional communication and implementing strategies to manage

problem behaviors in public school settings. Mr. Caffrey consults for

the State of PA’s/SAFE VB Project as well as for model VB programs in

Brick, NJ; Arlington, MA; Brooklyn, NY; and Kilcock, Ireland.