Announcing COPAA’s Inaugural Webinar Series: Understanding Reading: Development, Assessment, and Instruction - A Four Part Webinar Series
In this four part series Dr. Holden and Dr. Farrall will introduce participants to the stages of reading development, issues related to reading assessment and the principles of direct, systematic multisensory instruction.
They will review how reading skills develop in typical learners with the struggle experienced by those with educational disabilities and dyslexia; and will discuss the role of Response to Intervention (RTI) in designing, implementing, and evaluating interventions.
Part One: Learning to Read - Thursday, June 25, 2009 2:00 – 3:30 pm (Eastern)
Participants will learn about the oral language foundation for reading, and how young children acquire the rules for phonics based upon their awareness of sound patterns in words. Dr. Farrall will discuss the significance of delays in the acquisition of basic reading skills and how to use current research to advocate for instruction that will be effective for children of all ages with reading challenges.
Part Two: Reading to Learn - Thursday, July 9, 2009 2:00 – 3:30 pm (Eastern)
Dr. Holden will continue the discussion of how reading develops. Building on the skills addressed in Part One, Dr, Holden will discuss the importance of reading fluency as a necessary skill for reading comprehension. She will also discuss the higher-level language skills (vocabulary, sentence structure, and inferential thinking) that contribute to a deep understanding of text. Participants will learn about current research in fluency and reading comprehension as a means of better understanding the needs of young readers.
Part Three: Assessment - Tuesday, July 14, 2009 2:00 – 3:30 pm (Eastern)
Children with reading difficulty vary in their profiles as readers and in their instructional needs. What works for one child may not be appropriate for another. A good reading assessment will provide a foundation for establishing current skills level, making decisions regarding appropriate types of remedial programs, scoring systems, and documenting progress. Participants will learn about the components of a comprehensive reading evaluation, scoring systems, and how to relate performance on reading tests to the writing of IEPs and remedial instruction.
Part Four: Direct, Systematic Multisensory Instruction – Tuesday, July 21, 2009 2:00 – 3:30 pm (Eastern)
Much misunderstanding surrounds the definition of multisensory instruction and this seminar will not only dispel many myths but also clarify what multisensory reading instruction means. Teaching the concepts that serve as a structure to the English language is just as important as teaching the letters themselves. The very basic concepts will be discussed and participants will see how these concepts become part of a true multisensory reading lesson. Some direct modeling of steps in a multisensory reading lesson will be included.
Showing posts with label TASH webinar. Show all posts
Showing posts with label TASH webinar. Show all posts
Friday, May 29, 2009
Monday, March 16, 2009
TASH SPONSORS WEBINAR ON POSITIVE BEHAVIOR SUPPORTS (PBS)
Training Program Highlights More Effective Alternative To Abusive Aversion Therapies
Washington, DC (March 9, 2009)—TASH – the world's leading organization advancing inclusive communities through research, education, and advocacy – announced the launch of its Webinar Series on Positive Behavior Support (PBS).
Entitled "Positive Behavior Support: Designing and Implementing Effective Support Plans," the Webinar Series will take place April 15, 22, and 29, and May 6, 13, and 20. Each session will run from 3-4:30 p.m., EDT.
PBS relies on educational and systems change to minimize the occurrence of problematic behavior by enhancing the individual's quality of life and facilitating those skills that will promote communication and social relationships. PBS is a comprehensive approach that emphasizes the understanding of the person's problem behavior and building skills, so they may more meaningfully and competently participate in inclusive, natural, and community-based settings.
The Webinar Series will feature:
Session 1: Introduction to PBS (April 15)
Presenter: Sharon Lohrmann, Ph.D., The Boggs Center, Robert Wood Johnson Medical School – UMDNJ. Sharon Lohrmann, Ph. D., The Elizabeth M. Boggs Center, RWJMS-University of Medicine and Dentistry of New Jersey.
This session will provide an introduction to Positive Behavior Support (PBS) and a framework for the webinar series. Topics covered during this session will include the underlying principles of PBS and behavior patterns; considerations for effective planning and intervention design practices; and strategies helpful for encouraging others to adopt PBS in their practices. The session will help participants new to PBS to have a better understanding of this process and for those with existing familiarity the session will provide strategies and suggestions for promoting PBS within their circle of influence.
Session 2: Creating a Supportive Context: School-Wide PBS (April 22)
Presenter: Rob Horner, Ph.D., University of Oregon.
The webinar will present the core features of school-wide positive behavior support, and the impact of investing in a positive, school-wide social culture on (a) social behavior, (b) academic outcomes, and (c) the accessibility of the school for students with more severe disabilities. Discussion during the webinar will focus on the implications of school-wide PBS for large-scale change, the role of organizational systems, and the central role of families in successful schools.
Session 3: Key Elements of Functional Behavioral Assessments (April 29)
Presenter: Rob O'Neill, Ph.D., University of Utah.
This session will describe the basic outcomes to be achieved by the functional behavioral assessment process, as well as basic tools and strategies for conducting such assessments. Participants will see and learn about a sample of such tools, including rating scales, questionnaires, interviews, and direct observation formats.
Session 4: Designing Antecedent Support Strategies (May 6)
Presenter: Marti Snell, Ph.D., University of Virginia.
This session will cover those antecedent strategies that act to prevent students' problem behavior. Antecedent interventions can alter either immediate aspects of the situation or address events that influence control over the problem behavior, but are more distant to the setting where the problem behavior actually occurs (e.g., inadequate sleep or nutrition before school, infrequent ear infections). This session will address both.
Session 5: Selecting and Teaching Skills Alternative to Problem Behavior (May 13)
Presenter: Dan Crimmins, Ph.D. University Center for Excellence in Developmental Disabilities at Georgia State University, Atlanta, GA.
This session will cover the best solution to problem behavior: teaching the child a skill that can be used at the times and places where a problem occurs. Participants on the call will be asked to come prepared with a child for whom a functional behavioral assessment has been completed, so they can walk through the steps of deciding what to teach and how to teach a skill alternative.
Session 6: Using Social Praise and Reinforcement Strategies Effectively and Respectfully (May 20)
Presenter: Rose Iovannone, Ph.D., BCBA, University of South Florida.
This session will cover reinforcement strategies. Multiple research studies have shown that reinforcement and social praise, when used correctly, have resulted in improved student behavioral and academic outcomes. Case study examples will be used to demonstrate how school personnel in typical school settings effectively used function-based reinforcement to improve student behavior.
TASH is the international grassroots leader in advancing inclusive communities through research, education, and advocacy. For more information, contact Karen Buford at Kbuford@tash.org or call her at (202) 540-9020. To sign up for the Webinar Series, please visit TASH PBS Webinar.
Washington, DC (March 9, 2009)—TASH – the world's leading organization advancing inclusive communities through research, education, and advocacy – announced the launch of its Webinar Series on Positive Behavior Support (PBS).
Entitled "Positive Behavior Support: Designing and Implementing Effective Support Plans," the Webinar Series will take place April 15, 22, and 29, and May 6, 13, and 20. Each session will run from 3-4:30 p.m., EDT.
PBS relies on educational and systems change to minimize the occurrence of problematic behavior by enhancing the individual's quality of life and facilitating those skills that will promote communication and social relationships. PBS is a comprehensive approach that emphasizes the understanding of the person's problem behavior and building skills, so they may more meaningfully and competently participate in inclusive, natural, and community-based settings.
The Webinar Series will feature:
Session 1: Introduction to PBS (April 15)
Presenter: Sharon Lohrmann, Ph.D., The Boggs Center, Robert Wood Johnson Medical School – UMDNJ. Sharon Lohrmann, Ph. D., The Elizabeth M. Boggs Center, RWJMS-University of Medicine and Dentistry of New Jersey.
This session will provide an introduction to Positive Behavior Support (PBS) and a framework for the webinar series. Topics covered during this session will include the underlying principles of PBS and behavior patterns; considerations for effective planning and intervention design practices; and strategies helpful for encouraging others to adopt PBS in their practices. The session will help participants new to PBS to have a better understanding of this process and for those with existing familiarity the session will provide strategies and suggestions for promoting PBS within their circle of influence.
Session 2: Creating a Supportive Context: School-Wide PBS (April 22)
Presenter: Rob Horner, Ph.D., University of Oregon.
The webinar will present the core features of school-wide positive behavior support, and the impact of investing in a positive, school-wide social culture on (a) social behavior, (b) academic outcomes, and (c) the accessibility of the school for students with more severe disabilities. Discussion during the webinar will focus on the implications of school-wide PBS for large-scale change, the role of organizational systems, and the central role of families in successful schools.
Session 3: Key Elements of Functional Behavioral Assessments (April 29)
Presenter: Rob O'Neill, Ph.D., University of Utah.
This session will describe the basic outcomes to be achieved by the functional behavioral assessment process, as well as basic tools and strategies for conducting such assessments. Participants will see and learn about a sample of such tools, including rating scales, questionnaires, interviews, and direct observation formats.
Session 4: Designing Antecedent Support Strategies (May 6)
Presenter: Marti Snell, Ph.D., University of Virginia.
This session will cover those antecedent strategies that act to prevent students' problem behavior. Antecedent interventions can alter either immediate aspects of the situation or address events that influence control over the problem behavior, but are more distant to the setting where the problem behavior actually occurs (e.g., inadequate sleep or nutrition before school, infrequent ear infections). This session will address both.
Session 5: Selecting and Teaching Skills Alternative to Problem Behavior (May 13)
Presenter: Dan Crimmins, Ph.D. University Center for Excellence in Developmental Disabilities at Georgia State University, Atlanta, GA.
This session will cover the best solution to problem behavior: teaching the child a skill that can be used at the times and places where a problem occurs. Participants on the call will be asked to come prepared with a child for whom a functional behavioral assessment has been completed, so they can walk through the steps of deciding what to teach and how to teach a skill alternative.
Session 6: Using Social Praise and Reinforcement Strategies Effectively and Respectfully (May 20)
Presenter: Rose Iovannone, Ph.D., BCBA, University of South Florida.
This session will cover reinforcement strategies. Multiple research studies have shown that reinforcement and social praise, when used correctly, have resulted in improved student behavioral and academic outcomes. Case study examples will be used to demonstrate how school personnel in typical school settings effectively used function-based reinforcement to improve student behavior.
TASH is the international grassroots leader in advancing inclusive communities through research, education, and advocacy. For more information, contact Karen Buford at Kbuford@tash.org or call her at (202) 540-9020. To sign up for the Webinar Series, please visit TASH PBS Webinar.
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