“When Behavior Impedes Learning: A Parents’ Guide to Advocating Objectively and Effectively at School” [Video Replay & Podcast #315]

Episode Description


Defiant. Controlling. Noncompliant. Difficult. These are some of the phrases utilized by faculties to describe the challenging behaviors of kids recognized with attention deficit hyperactivity dysfunction (ADHD), autism spectrum disorder (ASD), or emotional disorders (ED). Challenging behaviors reminiscent of aggression, emotional outbursts, and difficulties tolerating actions usually lead to the request for a practical behavior review and next behavior intervention plan — a “roadmap” for teaching your kid new, appropriate behaviors and skills. It’s necessary to notice that the language used in those plans can impact how teachers and college execs paintings together with your kid.

Unfortunately, many behavior plans use destructive language to describe pupil behaviors. Language like “noncompliant” and “controlling” places the blame for the disruptive behavior solely on the kid with out acknowledging the encircling surroundings, the child’s wishes and skills, or the reasons at the back of the specific behavior. Simply put, these phrases fail to describe what is in fact taking place or point towards a solution.

The need for a commonplace, function vocabulary is necessary. Shifting the language we use to describe challenging behavior from subjective to goal phrases is the first step toward serving to your child make actual behavioral exchange. Listen and be informed from Rachel Schwartz, Ph.D., BCBA-D, about:

  • The federal requirements referring to efficient behavior programming
  • What you must search for and be expecting from a functional behavior assessment (FBA) and a behavior intervention plan (BIP)
  • The importance of explicit, goal language as a basis to your child’s behavioral programs
  • Distinguishing between subjective and purpose language inside your kid’s behavior checks and methods
  • Strategies for advocating for objective language to your child’s behavioral program

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More On School Behavior Plans from Dr. Schwartz

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Meet the Expert Speaker

Rachel Schwartz, Ph.D., BCBA-D, has worked the world over creating and supervising techniques for people with developmental disabilities. Rachel received her grasp’s stage in Teaching and Applied Behavior Analysis from the University of Georgia and her Ph.D. in Special Education from the University of Pittsburgh. Rachel’s paintings and research interests come with enhancing behavior analytic programming and exploring problems comparable to sexual training and quality of lifestyles. Rachel has printed unique research on those subjects in journals akin to Career Development and Transition for Exceptional Individuals and Remedial and Special Education as well as presented at national, state, and local meetings. Rachel lately serves as an training guide and trainer with The Watson Institute in Pittsburgh, Pennsylvania. | See expert’s full bio »

Listener Testimonials

  • “Ms. Schwartz used to be highly engaging and knowledgeable. I felt better knowledgeable as a result of attending.”
  • “This was so helpful. I’ve by no means heard of an FBA. My child ceaselessly gets experiences of “dangerous” behavior. I love the practical recommendation on how to change that language to be function and actionable.”
  • “This was incredible as a behavior special education teacher.”
  • “Excellent webinar that explained how to begin processes to lend a hand a kid get what they need.”
  • “Wow I want she used to be in our faculty! She is so calm and transparent! Loved this one.”

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