FW: Classroom Strategies Seminar - Please help spread the word

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FYI Debbie Dobbs, MSMaster of ScienceEducational Consultant & Child AdvocateHealth Care Consulting Services cell faxdebbie@...www.debbiedobbs.com Join me on LinkedIn http://www.linkedin.com/pub/debbie-dobbs-ms/14/835/14a CONFIDENTIAL & PRIVELEGEDInformation contained in this communication is confidential and privileged. It is not meant to represent legal or medical advice, but rather advice given based on my knowledge as the parent of a child with disabilities, a trained Parent Advocate by the GA Advocacy Office, a member of the Council of Parent Advocates & Attorneys, by working in the medical industry for over 20 years, training received from Pete on Special Education Law and Advocacy, and medical coding and documentation courses. Please do not forward without my permission. CLASSROOM STRATEGIES SEMINARSaturday, October 23, 2010, 9am-4pmSponsored by: Autism Society - Greater Georgiaand SPECTRUM Autism Support GroupHosted by: Duluth First United Methodist Church,Health and Wellness Ministry3208 Duluth Hwy. 120, Duluth, GA$10.00 pre-registration fee$15.OO at the door (based on space availability)Please visit www.asaga.com or call for more information or toregister. Please note that even though this seminar focuses on classroom strategies foreducators, it will be beneficial to anyone that works with, lives with, or caresfor an individual with ASD.Schedule: 8:15am-8:45am - ArrivalCheck in and receive materials 9:00am-Noon Session 1A conversation on behavior – and what to do about itBy: Crimmins, Ph.D. and Stacey , M.o.M.Center for Leadership in Disability, Georgia State Univ. Noon-1:00pm LunchBring your own or pre-order for and additional $6.00 1:00pm-4:00pm Session 2Research validated teaching strategies:The Art and Science of Teaching Social SkillsBy: n Joiner, MS, CRC, NCC,The Model Classroom and Skills for Life Presentations and Presenters: Session 1: A conversation on behavior – and what to do about itWhen children hit others or themselves, run away, or tantrum, we generally referto these as problem behaviors. If these occurred only occasionally, we mayshrug them off and chalk it up to " just the way this kid acts. " When thesebehaviors occur frequently, we often find ourselves getting pulled into avicious cycle of stronger reactions leading to higher levels of behavior. Positive Behavior Support (PBS) can help break this cycle. Problem behaviorsare commonly seen in the lives of children with autism spectrum disorders. Wethink that this is due partly to difficulties in learning and communication, butmay also be due to limited choices and low expectations. The PBS approach has three components – Understand, Prevent, Replace! It startswith analyzing how problem behaviors can be functional – that is, we look at howbehaviors may serve as a means of communicating or getting one's way. Parentsand teachers then develop plans to prevent the behavior by anticipating theneeds of the child before the problem occurs. And, finally, they begin to teachthe child new skills or behaviors that will replace problem behaviors by helpinghim or her meet those needs independently. PBS has been shown to be effective in extensive field testing with families andin schools. Our goal is that children should experience the greatest level ofindependence possible and participate fully at home, school, and community; theyare more likely to be successful if they don't have behavior problems, and arelikely to do better still, when they have the skills to respond to troublingsituations. This presentation will provide a forum for a discussion about PBS and how it canhelp children with behavior problems. We represent the perspectives of parentand professional. In addition to presenting the Understand-Prevent-Replacemodel, we will also provide concrete examples of how this can be applied athome. Our discussion will also look at how this model can – and should – beused at school. Crimmins, Ph.D. is the Director of the Center for Leadership inDisability at Georgia State University in Atlanta. In this role he oversees arange of research, training, and technical assistance programs that have thegoal of improving services for individuals with disabilities of all ages. Danhas worked in direct service settings, in the schools, and at the universitylevel for more than 30 years, focusing on the dissemination of positive behaviorsupport and effective educational practices for students with autism and relateddisabilities. Stacey is the Director of Individual and Family Supports for the Centerfor Leadership in Disability at Georgia State University in Atlanta. In thisrole she develops and delivers training programs on person-centered planning,autism, and advocacy. Stacey has worked as a parent mentor in Cobb County andfor the Georgia Office of Developmental Disabilities.Session 2: Research validated teaching strategies: The Art and Science ofteaching Social Skills. A well founded social skills program is essential to the future success of yourstudent with autism. His academic strengths and her cognitive abilities do notnecessarily lead to the successful and purposeful life we are all pursuing. Research suggests that a lack of ability to be with others, read their socialmessages, and respond accordingly is the most frequent reason forunderemployment and lack of employment for our students, clients, and familymembers. Social abilities remains one of the most challenging instructionalareas.The educational community calls for researched and validated teaching methodsfor academic subjects across age groups. Still many educators struggle to findproven methods and researched back techniques to meet the need of learners withautism. Today we have the benefit of good research that leads to effective practices tobetter prepare students. The presenter and participants will discuss theoutcomes of current research and the practical application of validated methodsto improve the success of social skills instruction.Seminar will introduce research driven methods, and focus on the practicalapplication of these findings. n Joiner, MS, CRC, NCC directs The Model Classroom and Skills for Lifeprograms. Her primary role is the development and implementation of sociallearning groups for adults with ASD. For more than 30 years n has servedas an educator, counselor, and advocate, for individuals across the asdspectrum, their families, and educators. Please forward this information to your list(s). PikeExecutive DirectorAutism Society of AmericaGreater Georgia Chapterwww.asaga.com