Online Course Catalog
In-District Social-Emotional Program Development
Overview
This self-paced online course is appropriate for teachers, mental health counselors (SAC, SW, Psychologists), Board Certified Behavior Analysts (BCBAs), and school administrators who are involved in the development and implementation of specialized programming for students with significant emotional and behavioral regulation challenges.
Course Outline
Participants will gain access to almost 5 hours of video content, along with implementation resources to help them create or refine their in-district social-emotional program. The specific course outlined is described below:
Who are the Students We Serve?
-defining the population being supported by specialized programming. Participants will be introduced to the terminology specific learning disability in emotion regulation as a way to frame challenging behaviors and orient the programming towards skill building
Skill Building
-identifying the most common lagging skills that drive problem behaviors. Using a trauma-informed lens, participants will learn how to understand student challenges through examining the ability to identify and communicate emotions and needs and utilize cognitive or behavioral strategies to overcome distressing emotional states. Participants will also learn specific interventions for remediating these lagging skills
Skill Generalization
-developing concrete plans that help bring new skills from the counselor office to the classroom. Participants will learn how to work together as a multi-disciplinary team to create an environment that allows students to practice newly developing skills in the classroom setting. This includes creating a skill development plan and identifying concrete behavioral objectives and data sources to track progress.
Inclusion Planning
-utilize data-based decision-making approaches to determine when and how to include students in a less restrictive learning environment. Participants will learn how to create a program classroom that exposes students to demands they are likely to face when in inclusion. Using the skill development plan, participants will understand how to assess readiness for inclusion and develop a gradual exposure plan based on individual student needs that allows students to have inclusive experiences during times where they are most likely to find success. An emphasis is placed on strategies to reduce dependence on adults when in inclusion.
Entry and Exit Criteria
-developing concrete processes that ensures student referrals to the program are appropriate and that students have the opportunity to move on from the program when their functioning improves. Participants will learn strategies for leveraging observation and consultation to confirm that the specialized program is the least restrictive environment. In addition, participants will also learn how to fade student support to ensure readiness for program graduation.
Meeting Structures
-create a weekly program meeting that is well-defined and allows team members to quickly and effectively leverage data to make programming decisions. Participants will be exposed to the elements of an effective meeting as well as an agenda template for what should be included in the weekly program meeting.
Self-Care
-build self-awareness around the signs and symptoms of burnout. Participants will understand how to identify the thoughts and behaviors that suggest burnout. Participants will learn concrete cognitive and behavioral strategies for addressing this issue.
Course Terms
Districts can purchase unlimited participant access to the course for an entire school year. The cost of course access per year is 3000 dollars. After the agreement is signed, the district is responsible for creating an email list of all participants who wish to enroll in the course. These members will be enrolled and will receive an email invitation to create a username and password that will allow them to access the course. Course content can also be used by a district to show to a larger audience of in-district staff as part of a professional development session. Districts can also print and share accompanying resources in the district. Sharing content and materials to other districts is not allowed.