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| Disobedient, Disruptive, Defiant, and Disturbed Students: Behavioral Interventions for Challenging Students November 22 - 23, 2010 East Lansing, MI |
Schedule for Conference Days
| 7:00-8:00am 8:00-9:30am 9:30-9:45am 9:45-11:30am 11:30am-12:30pm 12:30-2:00pm 2:00-2:15pm 2:15-3:30pm |
Speaker
Break
Speaker
Lunch (on your own)
Speaker
Break
Speaker
Break
Speaker
Lunch (on your own)
Speaker
Break
Speaker
Use the above form with checks and
card, please pay for conference online.
card, please pay for conference online.
Registration Information:
-Registrations are incomplete without payments or purchase orders.
-Purchase orders, credit cards and checks are accepted.
-A registration form must be completed for each attendee listed on a P.O.
-Requisitions are not accepted.
____________________________________________
Fees:
Thru October 11: $175 After October 11: $205
____________________________________________
-Registrations are incomplete without payments or purchase orders.
-Purchase orders, credit cards and checks are accepted.
-A registration form must be completed for each attendee listed on a P.O.
-Requisitions are not accepted.
____________________________________________
Fees:
Thru October 11: $175 After October 11: $205
____________________________________________
| Website designed by Spectrum Training Systems, Inc. |
Cancellation Policy:
Cancellations made within two weeks of the conference will receive no reimbursement. Substitutions are allowed.
Cancellations made prior to the two weeks before the conference will be charged a $30 administration fee. No refunds will be
made for those cancelling during the two weeks before the conference. No exceptions. Cancellations will be accepted only in
writing.
Meals:
There will be no food provided. Lunch will be on your own.
Books:
We will have an extensive ASD bookstore at the conference. Purchase orders, credit cards, checks and cash are accepted.
3 Options for Educational Credit:
1. Certificate of Attendance- This certificate is available for the 12 hours of training for this conference for no extra charge.
It outlines the content and hours of instruction.
2. 1.2 CEUs, for the two day attendance, will be available for no additional fee. IACET (International Association for
Continuing Education and Training) CEUs are offered for this conference. Individuals wishing to earn CEUs are advised to
check with their certification body, licensure agency, and/or employer to determine if IACET CEUs can be used to satisfy
specific requirements. For the IACET provider directory, click here. Please be aware that IACET CEUs can be converted
to Michigan SB-CEUs by your SB-CEU sponsor district.
For ASHA members: Please note that we will not be reporting the CEUs directly to ASHA. However, ASHA does accept IACET
CEUs. When ASHA asks if you have completed all necessary CEUs, please include all IACET CEUs on your report form.
Keep your IACET certificate in case of ASHA audit, as proof of attendance
3. Graduate Credit- Workshop participants may choose to earn graduate credit from Silver Lake College for extending the
knowledge and skills gained in the workshop to an independent and authentic application of theory to practice within his/her
relevant educational and/or professional setting. Some workshops are available for either one (1) OR two (2) graduate
credits; other workshops are available only for one (1) graduate credit. Please refer to the credit registration form and the
syllabus regarding the credit options available.
Graduate credit registration form for November 22-23, 2010
Graduate credit syllabus for November 22-23, 2010
Cancellations made within two weeks of the conference will receive no reimbursement. Substitutions are allowed.
Cancellations made prior to the two weeks before the conference will be charged a $30 administration fee. No refunds will be
made for those cancelling during the two weeks before the conference. No exceptions. Cancellations will be accepted only in
writing.
Meals:
There will be no food provided. Lunch will be on your own.
Books:
We will have an extensive ASD bookstore at the conference. Purchase orders, credit cards, checks and cash are accepted.
3 Options for Educational Credit:
1. Certificate of Attendance- This certificate is available for the 12 hours of training for this conference for no extra charge.
It outlines the content and hours of instruction.
2. 1.2 CEUs, for the two day attendance, will be available for no additional fee. IACET (International Association for
Continuing Education and Training) CEUs are offered for this conference. Individuals wishing to earn CEUs are advised to
check with their certification body, licensure agency, and/or employer to determine if IACET CEUs can be used to satisfy
specific requirements. For the IACET provider directory, click here. Please be aware that IACET CEUs can be converted
to Michigan SB-CEUs by your SB-CEU sponsor district.
For ASHA members: Please note that we will not be reporting the CEUs directly to ASHA. However, ASHA does accept IACET
CEUs. When ASHA asks if you have completed all necessary CEUs, please include all IACET CEUs on your report form.
Keep your IACET certificate in case of ASHA audit, as proof of attendance
3. Graduate Credit- Workshop participants may choose to earn graduate credit from Silver Lake College for extending the
knowledge and skills gained in the workshop to an independent and authentic application of theory to practice within his/her
relevant educational and/or professional setting. Some workshops are available for either one (1) OR two (2) graduate
credits; other workshops are available only for one (1) graduate credit. Please refer to the credit registration form and the
syllabus regarding the credit options available.
Graduate credit registration form for November 22-23, 2010
Graduate credit syllabus for November 22-23, 2010
Workshop Description:
/Discipline, Behavior Management, School Safety systems (Tier 1) in all schools that increase students’ prosocial skills,
academic engagement, and academic achievement. Using this PBS foundation, Strategic (Tier 2) and Intensive (Tier 3)
interventions to assist challenging students who are behaviorally unsuccessful or non-responsive then are described.
How to specifically plan, implement, and evaluate Tier 2 behavioral interventions are especially emphasized over the two-
day session. They will be organized to address the need to: (a) Increase or Establish New Student Behaviors; (b)
Decrease or Eliminate Inappropriate Student Behaviors; (c) Teach Attention and Engagement Skills; (d) Teach Social, Self-
Management, and Self-Control Skills; (e) Increase Student Motivation; and (f) Address Teasing, Taunting, Bullying,
Harassment, and Physical Aggression/Fighting. The specific interventions discussed will be evidence-based, teacher-
friendly, and field-tested.
This workshop will provide case examples as appropriate. For each intervention, the following information will be provided:
(a) Problem Situations where the Intervention is most-used or most useful; (b) functional assessment outcomes that
necessarily link to make this intervention relevant; (c) the Age Levels where the Intervention will be most successful; and
(d) the Severity Level of the Student and/or Problem where the Intervention will be most successful.
Learning Objectives:
Overall, workshop participants will learn:
1. To recognize the interdependence of student, teacher, instructional, curriculum, and other “environmental factors”
that must be considered when implementing interventions.
2. To understand the evidence-based Positive Behavioral Support System that provides the preventative “anchor” to
behavioral intervention.
3. To understand how to organize a number of behavioral interventions for strategic and intensive need students.
4. At the prevention level, the importance of teaching social skills and the behavioral principles underlying skill-based
training.
5. At the strategic and intensive intervention level, behavioral interventions for those students who are having difficulty
mastering or choosing not to demonstrate specific desired behaviors, and for those students who demonstrate
particularly intense, resistant, and/or significantly disruptive behavior.
academic engagement, and academic achievement. Using this PBS foundation, Strategic (Tier 2) and Intensive (Tier 3)
interventions to assist challenging students who are behaviorally unsuccessful or non-responsive then are described.
How to specifically plan, implement, and evaluate Tier 2 behavioral interventions are especially emphasized over the two-
day session. They will be organized to address the need to: (a) Increase or Establish New Student Behaviors; (b)
Decrease or Eliminate Inappropriate Student Behaviors; (c) Teach Attention and Engagement Skills; (d) Teach Social, Self-
Management, and Self-Control Skills; (e) Increase Student Motivation; and (f) Address Teasing, Taunting, Bullying,
Harassment, and Physical Aggression/Fighting. The specific interventions discussed will be evidence-based, teacher-
friendly, and field-tested.
This workshop will provide case examples as appropriate. For each intervention, the following information will be provided:
(a) Problem Situations where the Intervention is most-used or most useful; (b) functional assessment outcomes that
necessarily link to make this intervention relevant; (c) the Age Levels where the Intervention will be most successful; and
(d) the Severity Level of the Student and/or Problem where the Intervention will be most successful.
Learning Objectives:
Overall, workshop participants will learn:
1. To recognize the interdependence of student, teacher, instructional, curriculum, and other “environmental factors”
that must be considered when implementing interventions.
2. To understand the evidence-based Positive Behavioral Support System that provides the preventative “anchor” to
behavioral intervention.
3. To understand how to organize a number of behavioral interventions for strategic and intensive need students.
4. At the prevention level, the importance of teaching social skills and the behavioral principles underlying skill-based
training.
5. At the strategic and intensive intervention level, behavioral interventions for those students who are having difficulty
mastering or choosing not to demonstrate specific desired behaviors, and for those students who demonstrate
particularly intense, resistant, and/or significantly disruptive behavior.
Howard Knoff, Ph.D., is the Director of Project ACHIEVE, a comprehensive, evidence-based
Education's State Improvement/Personnel Development Grant that is funding the statewide
national school improvement program, and Director of the Arkansas Department of
Education's State Improvement/Personnel Development Grant that is funding the statewide
implementation of Project ACHIEVE. Dr. Knoff has authored or co-authored 16 books,
published over 75 articles and book chapters, and delivered over 500 papers and workshops
nationally. He is the author of a new book, Implementing Response-to-Intervention at the
School, District, and State Levels: Functional Assessment, Data-based Problem Solving, and
Evidence-based Academic and Behavioral Interventions, as well as the author of the Stop and
Think Social Skills Programs for school and home/parents.
Dr. Knoff was a Full Professor at the University of South Florida for 20 years, and the Director
writing on school reform and organizational change, consultation and intervention processes,
social skills and behavior management training, Response-to-Intervention, and professional
issues. He is a recipient of the Lightner Witmer Award from the American Psychological
Association's School Psychology Division in 1989 for early career contributions, and has
received over $15 million in external grants during his career. Dr. Knoff was the 21st
President of the National Association of School Psychologists.
Education's State Improvement/Personnel Development Grant that is funding the statewide
national school improvement program, and Director of the Arkansas Department of
Education's State Improvement/Personnel Development Grant that is funding the statewide
implementation of Project ACHIEVE. Dr. Knoff has authored or co-authored 16 books,
published over 75 articles and book chapters, and delivered over 500 papers and workshops
nationally. He is the author of a new book, Implementing Response-to-Intervention at the
School, District, and State Levels: Functional Assessment, Data-based Problem Solving, and
Evidence-based Academic and Behavioral Interventions, as well as the author of the Stop and
Think Social Skills Programs for school and home/parents.
Dr. Knoff was a Full Professor at the University of South Florida for 20 years, and the Director
writing on school reform and organizational change, consultation and intervention processes,
social skills and behavior management training, Response-to-Intervention, and professional
issues. He is a recipient of the Lightner Witmer Award from the American Psychological
Association's School Psychology Division in 1989 for early career contributions, and has
received over $15 million in external grants during his career. Dr. Knoff was the 21st
President of the National Association of School Psychologists.
Workshop Presenter:
| 55 S. Harrison Rd. East Lansing, MI 48824 (517) 432-4000 |
| A discounted block of rooms has for $96 plus tax per night. Please call the hotel for reservations. |
