This two-hour virtual workshop is designed to help practitioners, educators, and family members with considerations for behavior assessment and support to individuals with complex needs.
Practical tools and methods for behavior assessment will be highlighted through a real, in-depth example of an individual with Down syndrome, autism, intellectual disability, ADHD, and a variety of other health and communication issues. The session will show how this approach dramatically reduced the use of concerning behavior in the home from 13 incidents per week to zero. Participants will learn about different elements of comprehensive-complex behavior assessment, tools, and strategies to enhance behavior assessments, and approaches that affirm the individual and family throughout the process.
NOTE: This workshop is live and starts at 1pm Eastern Time. The event will be recorded and registered participants will have access to the recording for 3 weeks following the live event.
Audience: Practitioners conducting behavior assessments, families and consumers of behavior assessments, as well as educators and therapists participating in or recommending behavior assessments for the use of concerning behavior by individuals with complex support needs like Down syndrome, autism, intellectual disability.
Platform: Zoom
About the presenter.
Michael is national leader in education and systems change, with a focus on learners with extensive support needs. He is recognized for his exceptional skills working with school and district teams to improve outcomes for all learners, including learners who have been historically marginalized and those who use concerning behavior.
Among his many activities during his nearly twenty years with the University of New Hampshire, Michael co-led the Center on Inclusive Education at the Institute on Disability, served as the coordinator of technical assistance for the School-Wide Integrated Framework for Transformation (SWIFT) Education Center, and co-developed The Beyond Access Model: Promoting Membership, Participation, and Learning for Students with Disabilities in the General Education Classroom (Brookes, 2009).
Michael serves on the Inclusive Education Community of Practice for the international disability organization TASH, where he collaborates with university researchers and teacher pre-service faculty, school administrators, educators, families, and individuals with disabilities to examine national policy, identify gaps in implementation, and come up with innovative strategies to scale up equity-based learning for students with complex support needs.
